This post was contributed by Dr Adam Shapiro, Lecturer in Intellectual and Cultural History in the Department of History, Classics and Archaeology. Dr Shapiro also has his own blog: Trying Biology.

The controversy started by Education Secretary Michael Gove about how to teach history is likely to be a reference point among British historians (or historians based in Britain) for quite some time.

As a lecturer of American history in the UK, I asked my class for their reaction to Gove’s column, which focused mainly on the historical causes of the First World War and the large number of events commemorating its centenary this year. Several points came up:

Moralized Histories

With my current cohort we haven’t yet reached the First World War from an American perspective, but it is clear that the US perspective on the War would look very different to the British one. While William Jennings Bryan, the US Secretary of State from 1913-15, would have had no problem agreeing that at the outbreak of World War One Germany had “the ruthless social Darwinism of the German elites, the pitiless approach they took to occupation, their aggressively expansionist war aims and their scorn for the international order,” (as Gove describes them) he nonetheless disagreed sharply that these elements “all made resistance more than justified.” Indeed, Bryan placed the blame for war not solely on the German governing elite, but in governments that were too supportive of promoting the industries that found war to be profitable. Decades before we saw Eisenhower’s warning of a military-industrial complex, its precursors can be seen in the conjunction of Bryan’s pacifism and economic populism. But perhaps for Gove, Bryan is another leftist who simply refused to acknowledge the existence of evil.

In class, this led to a discussion of what I might call a Manichean approach to diplomatic and military history.  People don’t tend to call their enemies by names such as “the Evil Empire” with the caveat that their own force is only slightly less evil. That kind of rhetoric is designed to make a clear moral distinction. In our discussion of the US civil war, we discussed whether the victory of the North could be expressed in moral terms: that the North won because its cause (against slavery) was morally superior to that of the South. We considered whether this explanation served better than a claim that the North had military or economic superiority, or whether the South was beset by subversion within its ranks.

We turned to the account of the war written by Confederate General Jubal Early. Early ridiculed the claims that the cause of the war was slavery, pointing out that the North had profited by it almost as much as the South. Slavery was “used as a catch-word to arouse the passions of a fanatical mob,” Early wrote in his memoir.

Early’s narrative shows the Southern fight for independence as just and moral, and that the Northern leaders invoked slavery to distract from their own desire for economic exploitation of the South through conquest. The North won not through moral right, nor through military skill, but through sheer force of numbers. The story Early gives is one in which the South suffers a defeat, a punishment, almost in religious terms as a test of faith.

As an experiment, I asked several friends and colleagues about a passage from Early, while withholding its context

“the people of the United States will find that, under the pretense of ‘saving the life of the nation, and upholding the old flag,’ they have surrendered their own liberties into the hands of that worst of all tyrants, a body of senseless fanatics.”

Out of context, people thought that it was a liberal critique of the Patriot Act or the NSA. This led to the question as to whether or not ‘fanatic’ was simply a term that anyone could invoke at any time, to demonize their opponents. At which point, referring to opponents as fanatics says more about the person using that rhetoric than it does about the opponents themselves.

Morality and Individual Agency

So did it matter whether Jubal Early, or a soldier killed in Pickett’s Charge thought that their actions were morally just and in opposition to unjust tyrants? Did it matter for the British Soldier going over the top in the Somme? It matters in a personal sense—it matters to them, and to the people who knew them. We can recognize the moral behaviours of individuals, where the evidence permits, but does doing so explain anything about the outcomes of the war? The importance of the moral character of soldiers in the outcome of war is a question as old as Thucydides, but it does tend to suggest that history is a composition of individuals acting as personal moral agents and that there are no social facts that constrain, influence, or reward individual behaviours. It might be that the soldier in the Somme was conscious of the moral virtue of his action, or he may have felt trapped in a situation he could not control. A lack of emphasis by historians of the heroism of these individuals does not diminish their sacrifice or their heroism; it recognizes that there were other causes at work than simply individual moral actions. That despite the moral virtue of some individuals, they lost battles, or despite the moral depravity of their opponents, they won. At such a point, we need something else to explain historical cause and effect.

And this is where the issue becomes practically important, because if it’s the case that individual moral virtue is insufficient to be universally rewarded, then that has an impact on political ideologies that emphasize purely individualistic approaches to the solving of problems in society. If crime must be addressed solely by punishing criminals and never looking at the social systems that perpetuate criminality. If poverty and unemployment are seen solely as referenda on the moral heroism of the poor and unemployed (or the wealthy and employed) then they cannot be treated by social interventions.

History and Ideology

If history explains how causes and effects work in human behaviour, then it offers us guidelines by which we can assess personal and political action. Students generally agreed that it was an error to see the point of history as validating ideology – the point of history is not to compel all facts to fit into a grand narrative of class struggle, or a battle between forces of good and evil waged by heroes and villains, it ought to be a discussion of the balance of causes pulling at different levels. While Gove may have a point that some historians are committed to an ideology, replacing it with a different ideology seemed a poor fix.

Ideology and School History

What struck me as odd was the fact that so many people regarded the politicization of the history curriculum as something new. And yet my students were aware that it had been a longstanding issue in American education. Perhaps this was because there’s no single unitary curriculum under national control in the United States, but my class had looked at examples of US and Canadian politicians citing interpretations of history to support differing interpretations of the same event. For some, it was easy to recognize differences in political ideology lurking behind Columbus Day proclamations issued by Presidents Bush and Obama.

We also raised a question for later: how can we remain historically detached when discussing the history of the history wars?