In an age of AI, disinformation and shrinking attention spans, Tom Strongman, Teacher of History and Shaftesbury House Parent, explores why history matters more than ever. Far from being an “essay-heavy” option, he explains how it equips pupils to test evidence, challenge narratives and form independent judgements, essential skills for today’s global workplace.
History has never been more important. In a rapidly changing world, it offers essential context, sharpens our understanding of global events, and cultivates the critical thinking skills needed to separate fact from fiction in an age that’s increasingly dominated by AI and disinformation.
When choosing GCSE and A Level subjects, pupils can sometimes be hesitant to choose history because it requires extensive reading and essay writing. For me, this reluctance reflects the decline in literacy noted within developing nations. At a time when people read less, spend more hours on their phones, and struggle to maintain focus, history stands out as a powerful antidote, helping young people develop depth, discipline, and the ability to truly understand the world around them.
In a recent article in The Times, Niall Ferguson voiced his concern about the rise of AI and the cultural shift away from the written word toward spoken content and images. He argues that this transition weakens our capacity for critical analysis. Ferguson links declining literacy to increased susceptibility to fake news and conspiracy theories, noting that “the essence of the conspiracy theory is that it preys on the illiterate mind.” Anyone who spends a few minutes on Twitter or similar platforms can see this firsthand. Users are bombarded with multiple, conflicting versions of the past, each claiming to be true, some of them dangerously distorted, based on nothing more than the author’s opinion and doctored images.
A good history teacher never claims to provide a single, definitive account. Our job is to equip pupils with the skills to form their own reasoned judgements, grounded in the best available evidence. A Level coursework and the extended essay in IB are often a highlight for pupils, giving them the chance to explore a question in depth, evaluate different interpretations, and judge the reliability of contemporary sources. One of the most rewarding parts of teaching is witnessing pupils’ satisfaction as they realise that their assumptions can change and that history is not fixed, but constantly re-evaluated. Watching them apply their knowledge of Russian history to analyse how the past is being manipulated to justify narratives in the current conflict in Ukraine shows just how essential historical understanding is for holding leaders to account. The same lessons can be learnt when assessing the impact of the Norman conquest or the challenges faced by those seeking to end the system of Apartheid in South Africa.
Pupils are often surprised when I tell them that most history graduates don’t become history teachers. It’s only when I explain the breadth of skills the subject develops and how those skills translate into careers in law, politics, the civil service, journalism, and beyond, that they begin to see its true value. I’m often reminded of Robert Kennedy’s words about the moon landings – “We choose to go to the Moon in this decade and do the other things, not because they are easy, but because they are hard.” More pupils should study history for precisely that reason. Its challenges cultivate resilience, curiosity, and independence of thought, qualities that employers deeply value, and more importantly, our own society needs now more than ever.
Tom Strongman, Teacher of History & Shaftesbury House Parent
