essay on why learning history is important

Why Is Studying History Important for Our Present and Future? Essay

Introduction, works cited.

History is one of the most important studies which shapes our attitudes towards the past and structures our present and future. History matters because it helps people to understand the world around them and structure it in accordance with the past events and their outcomes. History works on factual material and data established with confidence. It is possible to assume that modern society would be unable to understand current events and processes without the knowledge of the past and analysis of its consequences for modern people.

Contested histories allow researchers to rewrite literature and political sciences as they place events and facts in a historical continuum shaped by certain ideologies and social principles. It is possible to say that we interpret social and political processes, works of literature and pedagogical issues through lens of historical environment and its meaning for the populace. Scientific data are not the only well-ascertained data (Gaddis 98). History constructs our identity defining it through the prism of historical significance and insignificance of certain events and processes. We perceive history as truth based on facts and scientific interpretations of data. History shapes our values and views, principles and national ideals. It supplies us we materials and arguments for thought. Then people see that these facts involve some comprehensible need founded in the nature of things and providing people with a reason (Carr 43).

Facts and historical interpretations are linked in order to have the objective content of history. The history of the US proves that people understand themselves and the others learning and interpreting historical events of the past. For instance, the Constitution and the Declaration of Human Rights created a new understanding of freedom and liberty (Roark et al 76). On the one hand people have an awareness of dignity and of the self-respect of the human person, a desire for freedom and friendship, a recognition of the law: government of the people, for the society and by the people, a growing importance for civil liberties and for justice, an declaration of power over nature (Carr 43).

History helps us to understand and construct bodily identity studying descriptions of Early Americans and social values of different historical periods. Thus the life of society advances and progresses so the psychical identity changes over time. Also, historical images can be degraded and dissolute by reason of the passivity of things. Furthermore, what is religious is above time and exempt from aging. In some historical epochs, moral and ethical principles prevailed material values, so modern society follows these ideals and values as the core principles of human relations. The period of colonization represents the age of strict values and principles most Americans are looking for; not when there is a national rage to identify and be identified with worldly and moral influence. Modern society views things as representative of the common impulse to allocate meaning and importance to everything in sight (Carr 65).

In sum, history matters because it helps people to reconstruct their past and predict their future. A number of historical facts are accumulated by history, and now from these historical facts related to a certain period of history ideals and thoughts are inductively abstracted by historians. History is by itself basically progressive. Thus, a being linked to reason must essentially be progressive. It means that historical facts are used as a framework for construction of social and political identities and interpretation of certain processes and events.

Carr, E.H. What Is History? Vintage, 1967.

Gaddis, J.L. The Landscape of History: How Historians Map the Past. Oxford University Press, USA, 2004.

Roark, J. L. et al. The American Promise, A History of the United States , Bedford/St. Martin’s; 2nd edition, 2002.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2023, November 2). Why Is Studying History Important for Our Present and Future? https://ivypanda.com/essays/why-is-studying-history-important/

"Why Is Studying History Important for Our Present and Future?" IvyPanda , 2 Nov. 2023, ivypanda.com/essays/why-is-studying-history-important/.

IvyPanda . (2023) 'Why Is Studying History Important for Our Present and Future'. 2 November.

IvyPanda . 2023. "Why Is Studying History Important for Our Present and Future?" November 2, 2023. https://ivypanda.com/essays/why-is-studying-history-important/.

1. IvyPanda . "Why Is Studying History Important for Our Present and Future?" November 2, 2023. https://ivypanda.com/essays/why-is-studying-history-important/.

Bibliography

IvyPanda . "Why Is Studying History Important for Our Present and Future?" November 2, 2023. https://ivypanda.com/essays/why-is-studying-history-important/.

• History: The French Declaration of 1789
• The US Progressive Era of the 1890s to 1920s
• Why Was the Declaration of Independence Written?
• “Declaration of the Rights of Man and the Citizen” and “Declaration of the rights of woman and the female citizen”
• The Declaration of Independence: Document Reaction
• Jefferson and Writing the Declaration of Independence
• The Declaration of Sentiments
• United States Declaration of Independence
• Declaration of Independence: Self-Evident Truths Now Open to Question
• Progressive Discipline Process
• Cold War: Development of the Events
• Colonization of Australia Review
• Enlightenment Age History Review: Cultural, Religious, and Intellectual Changes
• Religious Conflict in the History: The Key Causes of Conflicts
• World War Two Marked the End of Modern Age

Why Is It Important to Study History?

Even if you live to be 100, you’ll never run out of new things to learn. From computer science and cryptocurrency to French literature and Spanish grammar, the world is full of knowledge and it’s all at your fingertips. So, why choose history?

Many people study history in high school and come away thinking it’s boring, irrelevant, or both. But as we get older, even just by a few years, we start to see the importance of understanding the past.

Why do we study history?

We study history because history doesn’t stay behind us. Studying history helps us understand how events in the past made things the way they are today. With lessons from the past, we not only learn about ourselves and how we came to be, but also develop the ability to avoid mistakes and create better paths for our societies.

How does history impact our lives today?

Events in the past have displaced families and groups, changing the makeup of regions and often causing tensions. Such events have also created government systems that have lasted generations beyond when they started. And all of it affects each person alive today.

Take the Great Depression, for example—one of the most difficult but impactful periods in American history. The economic crisis put almost 15 million people out of work and sent countless families into homelessness, stealing their sense of security. Many of those people would feel insecure for the rest of their lives.

The government had to learn how to help . This effort gave rise to Social Security, federal emergency relief programs, and funding for unemployment efforts. These changes continue to make life more secure for millions of Americans. 

Society today comes from hundreds and thousands of actions like these. The more you learn about how these things happened, the better you understand real life.

What lessons can we learn from history?

History teaches us about things such as:

• Why some societies thrive while others fail.
• Why humans have gone to war.
• How people have changed society for the better.

History isn’t a study of others. The people you learn about may have lived decades or even centuries ago, but their actions directly affect how we live our lives today. Events that seem like dates on a page have been turning points in the story of our societies.

“Historical knowledge is no more and no less than carefully and critically constructed collective memory.” -William H. MacNeill, former president of the American Historical Association

Historical research builds and codifies these stories. When we study history, we learn how we got where we are, and why we live the way we do. It’s the study of us—of humans and our place in an ever changing world. Without it, we wouldn’t understand all of our triumphs and failures, and we would continually repeat patterns without building forward to something better.

As Spanish philosopher George Santayana once said, “Those who cannot remember the past are doomed to repeat it. ” 

How do past events help us understand the present?

The past creates the present. Our modern world exists because of events that happened long before our time. Only by understanding those events can we know how we got here, and where to go next.

1. History helps us understand change

History is full of transitions that have altered the world’s story. When you build your knowledge of history, you understand more about what created our present-day society. 

Studying the American civil rights movement shows you how people organize successfully against oppressive systems. Learning about the fall of Rome teaches you that even the most powerful society can fall apart—and what happens to cause that crumbling.

By learning about different eras and their respective events, you start to see what changes might happen in the future and what would drive that change.

2. We learn from past mistakes

History gives us a better understanding of the world and how it operates. When you study a war, you learn more about how conflict escalates. You learn what dilemmas world leaders face and how they respond—and when those decisions lead to better or worse outcomes.

Historical study shows you the warning signs of many kinds of disaster, from genocide to climate inaction. Understanding these patterns will make you a more informed citizen and help you take action effectively.

3. We gain context for the human experience

Before 2020, most Americans hadn’t lived through a global pandemic. The 1918-1919 flu pandemic had faded from the popular picture of history, overshadowed by World War I on its back end and the Roaring 20s that followed. 

Yet within months of COVID-19 entering the public awareness, historians and informed private citizens were writing about the flu pandemic again. Stories of a deadly second wave were re-told to warn people against the dangers of travel, and pictures of ancestors in masks re-emerged.

Through study of the past, we understand our own lives better. We see patterns as they re-emerge and take solace in the fact that others have gone through similar struggles 

How do we study history?

There are many ways of studying and teaching history. Many people remember high school classes full of memorization—names, dates, and places of major historical events. 

Decades ago, that kind of rote learning was important, but things have changed. Today, 60% of the world’s population and 90% of the U.S. population use the internet and can find those facts on demand. Today, learning history is about making connections and understanding not just what happened, but why.

Critical thinking

If you’ve ever served on a jury or read about a court case, you know that reconstructing the facts of the past isn’t a simple process. You have to consider the facts at hand, look at how they’re connected, and draw reasonable conclusions. 

Take the fall of Rome , for example. In the Roman Empire’s last years, the central government was unstable yet the empire continued to spend money on expansion. Outside groups like the Huns and Saxons capitalized on that instability and invaded. The empire had split into East and West, further breaking down a sense of unity, and Christianity was replacing the Roman polytheistic religion.

When you become a student of history, you learn how to process facts like these and consider how one event affected the other. An expanding empire is harder to control, and invasions further tax resources. But what caused that instability in the first place? And why did expansion remain so important?

Once you learn how to think this way and ask these kinds of questions, you start engaging more actively with the world around you.

Finding the “So what?” 

The study of history is fascinating, but that’s not the only reason why we do it. Learning the facts and following the thread of a story is just the first step. 

The most important question in history is “So what?”. 

For instance:

• Why were the Chinese so successful in maintaining their empire in Asia? Why did that change after the Industrial Revolution?
• Why was the invasion of Normandy in 1944 a turning point? What would happen if Allied forces hadn’t landed on French beaches?

Studying this way helps you see the relevance and importance of history, while giving you a deeper and more lasting understanding of what happened.

Where can I study history online?

The quality of your history education matters. You can read about major historical events on hundreds of websites and through YouTube videos, but it’s hard to know if you’re getting the full story. Many secondary sources are hit-or-miss when it comes to quality history teaching.

It’s best to learn history from a reputable educational institution. edX has history courses from some of the world’s top universities including Harvard , Columbia , and Tel Aviv . Explore one-topic in depth or take an overview approach—it’s completely up to you. The whole world is at your fingertips.

Related Posts

Why is it important to study logistics, are free online courses worth it, why is it important to study supply chain.

edX is the education movement for restless learners. Together with our founding partners Harvard and MIT, we’ve brought together over 35 million learners, the majority of top-ranked universities in the world, and industry-leading companies onto one online learning platform that supports learners at every stage. And we’re not stopping there—as a global nonprofit, we’re relentlessly pursuing our vision of a world where every learner can access education to unlock their potential, without the barriers of cost or location.

© 2021 edX. All rights reserved. Privacy Policy   |   Terms of Service

Tips for Online Students , Tips for Students

Why Is History Important And How Can It Benefit Your Future?

Updated: February 28, 2024

Published: July 1, 2020

History is a topic that many find boring to study or a waste of time. But there is more to studying history than meets the eye. Let’s answer the age-old question: “Why is history important?”

What Is History?

History is the knowledge of and study of the past. It is the story of the past and a form of collective memory. History is the story of who we are, where we come from, and can potentially reveal where we are headed.

Why Study History: The Importance

History is important to study because it is essential for all of us in understanding ourselves and the world around us. There is a history of every field and topic, from medicine, to music, to art. To know and understand history is absolutely necessary, even though the results of historical study are not as visible, and less immediate.

Allows You To Comprehend More

1. our world.

History gives us a very clear picture of how the various aspects of society — such as technology, governmental systems, and even society as a whole — worked in the past so we understand how it came to work the way it is now.

2. Society And Other People

Studying history allows us to observe and understand how people and societies behaved. For example, we are able to evaluate war, even when a nation is at peace, by looking back at previous events. History provides us with the data that is used to create laws, or theories about various aspects of society.

3. Identity

History can help provide us with a sense of identity. This is actually one of the main reasons that history is still taught in schools around the world. Historians have been able to learn about how countries, families, and groups were formed, and how they evolved and developed over time. When an individual takes it upon themselves to dive deep into their own family’s history, they can understand how their family interacted with larger historical change. Did family serve in major wars? Were they present for significant events?

4. Present-Day Issues

History helps us to understand present-day issues by asking deeper questions as to why things are the way they are. Why did wars in Europe in the 20th century matter to countries around the world? How did Hitler gain and maintain power for as long as he had? How has this had an effect on shaping our world and our global political system today?

5. The Process Of Change Over Time

If we want to truly understand why something happened — in any area or field, such as one political party winning the last election vs the other, or a major change in the number of smokers — you need to look for factors that took place earlier. Only through the study of history can people really see and grasp the reasons behind these changes, and only through history can we understand what elements of an institution or a society continue regardless of continual change.

Photo by Yusuf Dündar on Unsplash

You learn a clear lesson, 1. political intelligence.

History can help us become better informed citizens. It shows us who we are as a collective group, and being informed of this is a key element in maintaining a democratic society. This knowledge helps people take an active role in the political forum through educated debates and by refining people’s core beliefs. Through knowledge of history, citizens can even change their old belief systems.

2. History Teaches Morals And Values

By looking at specific stories of individuals and situations, you can test your own morals and values. You can compare it to some real and difficult situations individuals have had to face in trying times. Looking to people who have faced and overcome adversity can be inspiring. You can study the great people of history who successfully worked through moral dilemmas, and also ordinary people who teach us lessons in courage, persistence and protest.

3. Builds Better Citizenship

The study of history is a non-negotiable aspect of better citizenship. This is one of the main reasons why it is taught as a part of school curricular. People that push for citizenship history (relationship between a citizen and the state) just want to promote a strong national identity and even national loyalty through the teaching of lessons of individual and collective success.

4. Learn From The Past And Notice Clear Warning Signs

We learn from past atrocities against groups of people; genocides, wars, and attacks. Through this collective suffering, we have learned to pay attention to the warning signs leading up to such atrocities. Society has been able to take these warning signs and fight against them when they see them in the present day. Knowing what events led up to these various wars helps us better influence our future.

5. Gaining A Career Through History

The skills that are acquired through learning about history, such as critical thinking, research, assessing information, etc, are all useful skills that are sought by employers. Many employers see these skills as being an asset in their employees and will hire those with history degrees in various roles and industries.

6. Personal Growth And Appreciation

Understanding past events and how they impact the world today can bring about empathy and understanding for groups of people whose history may be different from the mainstream. You will also understand the suffering, joy, and chaos that were necessary for the present day to happen and appreciate all that you are able to benefit from past efforts today.

Photo by Giammarco Boscaro on Unsplash

Develop and refine your skills through studying history, 1. reading and writing.

You can refine your reading skills by reading texts from a wide array of time periods. Language has changed and evolved over time and so has the way people write and express themselves. You can also refine your writing skills through learning to not just repeat what someone else said, but to analyze information from multiple sources and come up with your own conclusions. It’s two birds with one stone — better writing and critical thinking!

2. Craft Your Own Opinions

There are so many sources of information out in the world. Finding a decisive truth for many topics just doesn’t exist. What was a victory for one group was a great loss for another — you get to create your own opinions of these events.

3. Decision-Making

History gives us the opportunity to learn from others’ past mistakes. It helps us understand the many reasons why people may behave the way they do. As a result, it helps us become more impartial as decision-makers.

4. How To Do Research

In the study of history you will need to conduct research . This gives you the opportunity to look at two kinds of sources — primary (written at the time) and secondary sources (written about a time period, after the fact). This practice can teach you how to decipher between reliable and unreliable sources.

5. Quantitative Analysis

There are numbers and data to be learned from history. In terms of patterns: patterns in population, desertions during times of war, and even in environmental factors. These patterns that are found help clarify why things happened as they did.

6. Qualitative Analysis

It’s incredibly important to learn to question the quality of the information and “history” you are learning. Keep these two questions in mind as you read through information: How do I know what I’m reading are facts and accurate information? Could they be the writer’s opinions?

Photo by Matteo Maretto on Unsplash

We are all living histories.

All people and cultures are living histories. The languages we speak are inherited from the past. Our cultures, traditions, and religions are all inherited from the past. We even inherit our genetic makeup from those that lived before us. Knowing these connections give you a basic understanding of the condition of being human.

History Is Fun

Learning about history can be a great deal of fun. We have the throngs of movies about our past to prove it. History is full of some of the most interesting and fascinating stories ever told, including pirates, treasure, mysteries, and adventures. On a regular basis new stories from the past keep emerging to the mainstream. Better yet, there is a history of every topic and field. Whatever you find fascinating there is a history to go along with it. Dive a bit deeper into any topic’s history and you will be surprised by what you might find in the process.

The subject of history can help you develop your skills and transform you to be a better version of yourself as a citizen, a student, and person overall.

If you are looking to develop more of yourself and skills for your future career, check out the degree programs that are offered by University of the People — a tuition-free, 100% online, U.S. accredited university.

Related Articles

• Skip to main content

Life & Letters Magazine

Four Reasons Everyone Should Study History

By Rachel White July 23, 2018 facebook twitter email

In the past, STEM and the arts and humanities have largely been taught as unconnected disciplines, but there is more overlap between fields than many realize.

Erika Bsumek, an associate professor of history in the College of Liberal Arts and a 2018 recipient of the Regent’s Outstanding Teaching Awards , wants to help students see how different disciplines are connected. In her class, Building America : Engineering Society and Culture, 1868-19 80, Bsumek teaches humanities and STEM majors how history, culture and politics have shaped technological advances and, in turn, how technology has restructured society in numerous ways in the process.

Bsumek, who also teaches Native American and Environmental history, strives to help all of her students see the world around them in new ways. She says learning history can be interesting and even fun. The more history they learn, the better prepared they will be to solve the biggest challenges society faces now and in the future. Here are four reasons why she says learning history can help them do that.

• It helps us understand how our time is different from  or  similar to other periods.

In today’s world, where people often cherry pick facts about the past to prove points, it helps to place current events in historical context. History is an evidenced-based discipline. So, knowing how and where to find the facts one needs to gain a fuller understanding of today’s contentious debates can help us understand not only what is being said, but it can also help us grasp what kinds of historical comparisons people are making and why they are making them.

For instance, understanding how Native Americans were treated by both white settlers and the federal government can help us better understand why indigenous communities often resist what many non-American Indians view as seemingly “goodwill gestures” or “economic opportunities” — such as the proposed construction of a pipeline on or in proximity to Native land or a proposal to break up reservations into private parcels . Both kinds of actions have deep histories. Understanding the complexities associated with the historical experiences of the people involved can help build a better society.

• History helps you see the world around you in a new way.

Everything has a history. Trees have a history, music has a history, bridges have a history, political fights have a history, mathematical equations have a history. In fact, #everythinghasahistory. Learning about those histories can help us gain a deeper understanding of the world around us and the historical forces that connect us and continue to influence how we interact with each other and the environment.

For instance, when we turn on the tap to brush our teeth or fill our pots to cook we expect clean drinking water to flow. But, how many people know where their water comes from, who tests it for purity, or how society evolved to safeguard such controls? To forget those lessons makes us more prone to overlook the way we, as a society, need to continue to support the policies that made clean water a possibility.

• History education teaches us life skills.

In history courses, we learn not just about other people and places but we learn from them. We read the documents or materials that were produced at the time or listen to the oral histories people tell in order to convey the meaning of the past to successive generations. In doing so, we learn that there is just not one past, but a pluralism of pasts. This kind of knowledge can help the city manager and the engineer plan a new highway, city or park. It can also help us navigate our daily lives and learn to ask questions when we encounter people or places we don’t initially understand.

• Studying history teaches students the skill sets that they will need in almost any major or job.

Studying history and other humanities can not only pique one’s imagination and engage students, history courses can also help students learn how to take in vast amounts of information, how to write and communicate those ideas effectively, and, most importantly, to accept the fact that many problems have no clear-cut answer. As a result, history classes help students to cultivate flexibility and a willingness to change their minds as they go about solving problems in whatever field they ultimately choose.

Performance in history courses can also be a good indicator of a student’s overall ability to succeed in college. A recent article by the American Historical Association reports that “two national studies that show that college students who do not succeed in even one of their foundational-­level [history] courses are the least likely to complete a degree at any institution over the 11-year period covered by the studies.” Why? The skills one learns in a well-taught history course can help students develop a flexible skill set they can use in their other classes and throughout their lives.

Featured image: Erika Bsumek at the Mansfield Dam located in Austin, Texas. Photo by Kirk Weddle.

Why Study History?

For a great many people, history is a set of facts, a collection of events, a series of things that happened, one after another, in the past. In fact, history is far more than these things-- it is a way of thinking about and seeing the world.

T o genuinely make sense of the past, you need to learn how to see it on its own terms, how to make the strange and unfamiliar logical and comprehensible, and how to empathize with people who once thought so differently than we do today. If you learn how to do these things, you begin to cultivate a crucial set of skills that not only help navigate the past, but the present as well. Once you can see the things that history teaches you, once you know how to penetrate unfamiliar modes of thought and behavior and can understand their inner logic, it becomes easier to make sense of the modern world and the diverse peoples and ideas that you will confront within it.

It might seem counterintuitive that one of the best ways to illuminate the present is by studying the past, but that is precisely why history can be so important. When we appreciate that history is not, first and foremost, a body of knowledge, but rather a way of thinking, it becomes a particularly powerful tool.  Not everyone may choose to become a historian. Yet, whatever career you choose,  knowing how to think historically will help.  

By taking History courses at Stanford, you will develop

• critical, interpretive thinking skills through in-depth analysis of primary and secondary source materials.

the ability to identify different types of sources of historical knowledge.

analytical writing skills and close reading skills.

effective oral communication skills.

History coursework at Stanford is supported by mentorship from our world-class faculty and by unique research opportunities. These experiences enable undergraduate students to pursue successful careers in business, journalism, public service, law, education, government, medicine, and more.   Learn what Stanford History majors and minors are doing after graduation .

Undergraduate Program

We offer the following degree options to Stanford undergraduate students:

Undergraduate Major : Become a historian and chart your path through the B.A. in consultation with your major advisor. 

Honors in History :  Join a passionate group of History majors who conduct in-depth research with Stanford faculty.

Undergraduate Minor : Complete six eligible courses for a minor in History.

  Co-terminal Masters:   Join the selective group of Stanford undergraduates who explore their passion in History before entering graduate school or professional life.

How to Declare

The first step in becoming a History major is finding a Faculty Advisor.  The best way to find an advisor is simply to take a variety of History courses, drop in during faculty office hours, and introduce yourself as a prospective History major. Faculty are happy to suggest coursework and to offer counsel. You are also welcome to reach out to our undergraduate Peer Advisors about how to navigate Stanford History.  Learn more about how to declare .

Herodotus: An Undergraduate Journal

Herodotus is a student-run publication founded in 1986 by  the History Undergraduate Student Association (HUGSA). It bears the name of Herodotus of Halicarnassus, the 5th century BCE historian of the Greco-Persian Wars. Based on a rigorous, supportive peer-review process, the journal preserves and features the best undergraduate research conducted in the department. Browse Herodotus

Program Contacts

Thomas Mullaney

Director of Undergraduate Studies

Steven Press

Director of Honors and Research

Kai Dowding

Undergraduate Student Services Officer

Department Bookshelf

Browse the most recent publications from our faculty members.

In the Shadow of Liberty: The Invisible History of Immigrant Detention in the United States

Uncertain Past Time: Empire, Republic, and Politics | Belirsiz Geçmiş Zaman: İmparatorluk, Cumhuriyet Ve Siyaset

Embodied Knowledge: Women and Science before Silicon Valley

Compton in My Soul

The Fox Spirit, the Stone Maiden, and Other Transgender Histories from Late Imperial China

History help

Why is history important? – Essay Example

It is said that history is the study of the past. It is the study of the people, the events, and the ideas that have shaped the world we live in today. But why is history important? 

There are many reasons why history is important. It helps us to understand the present and the future. It helps us to understand who we are and where we came from. It helps us to understand the world we live in and the people who live in it.

History is important because it helps us to understand the present. We can use history to understand the causes of the problems we face today and to find solutions to them. We can also use history to understand how the world has changed over time and how it is likely to change in the future.

History is also important because it helps us to understand who we are. We can use history to learn about our ancestors and the cultures they came from. We can also use history to learn about the events that have shaped our lives.

Finally, history is important because it helps us to understand the world we live in. We can use history to learn about the countries and cultures of the world. We can also use history to learn about the people who live in the world and the events that have shaped their lives. And if you ever find yourself lost, be sure to ask the best history essay writer for navigation!

Perspectives Daily

Why Study History? Revisited

Peter N. Stearns | Sep 18, 2020

Over two decades ago I was asked to write a pamphlet for the AHA on the reasons to study history . I emphasized the variety of skills involved in history learning, from writing and developing arguments, to assessing evidence, to dealing with the phenomenon of change over time. The essay has been fairly widely used and consistently ranks among the AHA’s most popular webpages.

A rationale for studying history today must acknowledge both the serious challenges to the discipline and the dynamic changes within the discipline that have developed over the past quarter century. Flickr/Bob Casey/CC BY-NC 2.0

Recently the London Publishing Partnership asked me to return to the topic with a British colleague, Marcus Collins. The resultant booklet, just released as Why Study History?   gave us a chance to reflect on the ways justifying the study of history must now be reframed. Reviewing a past argument is inevitably somewhat chastening—what might have been better anticipated earlier on? Happily, however, some elements still stand up fairly well. 

A rationale for studying history today must acknowledge both the serious challenges to the discipline and the dynamic changes within the discipline that have developed over the past quarter century. The more utilitarian climate for higher education and the changing nature of the student body must be addressed, aided by the abundant data about the career outcomes of the history major now available. But the substantial transformation of historical research and methodology has also enhanced the ways we can explain our discipline to a student audience. Finally, additional decades of teaching and reflection, plus the good thinking available from colleagues including history learning experts, inevitably alters, and hopefully improves, the presentation as well. 

As Marcus and I considered how to update the argument for history, we began with the recognition that the struggle for enrollments has become far more demanding than was the case in the 1990s. Changes in the economy plus rising student debt have greatly altered the context for promoting the field, while the presence of more first-generation learners enhances the need to address the practical results of studying a discipline like history.

This means, most obviously, that no one advocating for the study of history today can avoid explicit discussion of the kinds of job opportunities that result from a history degree. We can no longer rely on a presentation of the strengths of history education alone. Students, and those who advise them, need to know the practical results of their commitment. The amount of misinformation that has entered public discourse ever since the Great Recession about the career risk of any concentration beyond a STEM degree compels this new focus as well. Fortunately, the news is quite good on this score. Data on rates of employment, clearly competitive pay levels, and job satisfaction all make it clear that the varied careers of history majors rival those of science and business majors. Studying history is a valid professional choice, and we now need to say this vigorously.

No one advocating for the study of history today can avoid explicit discussion of the kinds of jobs that result from a history degree.

Job data alone, however, are not the only spur to a revised approach. The discipline itself has changed greatly over the past quarter century. Several of the new trends contribute directly to professional outcomes: the emergence of public history and digital history most obviously. But the disciplinary shifts also spur student interest directly, providing new ways to explain the connections between historical study and a growing variety of social and personal concerns. 

The capacity of history to explore a wide range of topics and to generate new knowledge is something that many students, based on their high school experience, do not fully realize. Many school history programs have simply shrunk, while others have been constrained by new pressures to teach for a test. To attract students, it is vital to illustrate the dynamic features of our discipline. For an increasingly diverse student body, history offers the opportunity to explore different races, regions, and genders, as part of a fuller understanding of the past. This is a vital and valid part of our argument, far more obvious now than it was a few decades back. More broadly still, building on the AHA’s informal motto—“everything has a history”—can be an exciting revelation to many students, part of a sense of seeing the study of history as a process of discovery. 

This aspect of our discipline extends to insisting, more clearly than seemed necessary a few decades ago, on the links between historical findings and contemporary issues. The early stages of the coronavirus gave us a chance to highlight the value of historical data and perspectives during a time of great uncertainty. Identifying historical precedents but also emphasizing what has changed since the last comparable experience both show the value of “thinking historically” about the world around us. The same holds true for topics like systemic racism (and racial protest) or political polarization. 

Any current explanation of the reasons to study history must, then, take into account employment concerns; a changing student body, faced with a number of new problems; but also the several ways in which the discipline itself has expanded its range—a challenging but exciting combination. 

It is vital to invite students to appreciate the joy of history learning.

With all this, the core argument about basic historical thinking skills—the main thrust of the earlier essay—has not greatly changed. Experience in handling varied data, building critical thinking, enhancing the capacity to understand change—these remain our building blocks, connecting directly to the kinds of career success that history majors enjoy.

Even here, however, minor changes were desirable. Making sure students themselves understand history skills is more important than was the case in 1998, not just in attracting them to the discipline, but in improving their ability to explain their qualifications to potential employers. Experience with data contributes measurably to the greater ability of history students in identifying “fake news,” another contemporary strength. The classic lesson, about learning from past mistakes, remains at least as important as ever, but we can also note the opportunity to learn from more positive outcomes in the past, for example by exploring causes of economic growth or factors that enhance social tolerance.

Overall, it is both possible and necessary to offer a wider argument for the reasons to study history than seemed necessary a quarter century ago. Yet along with the new components, a commitment to the importance of history and its role in constructive citizenship remains very much intact. And for all the essential bows to pragmatism, it is vital as well to invite students to appreciate the joy of history learning; here, too, opportunities have if anything expanded with time. 

Additional resources from the AHA:

Reflecting the wide range of the authors' experiences in work, civic engagement, and teaching, these 2018 essays suggest some of the many opportunities that studying history can offer students.

• John Fea, " The History Major: Opening Doors to Life in a Global Economy "
• Johann Neem, " Connecting Past to Present: The History Major in Our Communities "
• Claire Potter, " An Education to Last a Lifetime: Conversations with the Past, Stories for the Present "
• John Rowe, " What Employers Want: Thoughts from a History BA in Business "
• Sarah Shurts, " The Landscape after College: Putting Your History Skills to Work "
• Frank Valadez, " The Well-Rounded History Graduate: Professional Citizen, Human "

Peter N. Stearns is university professor of history and provost emeritus at George Mason University. He Tweets @StearnsPeter.

Tags: Perspectives Daily Teaching & Learning K-16 Education Teaching Resources and Strategies The History Major

The American Historical Association welcomes comments in the discussion area below, at AHA Communities , and in letters to the editor . Please read our commenting and letters policy before submitting.

Please read our commenting and letters policy before submitting.

In This Section

Related content.

Paul B. Sturtevant | Apr 1, 2017

Julia Brookins and Emily Swafford | Jan 15, 2020

AHA Career Diversity Fellows | Aug 14, 2020

Why should you study history?

To study history is to study change: historians are experts in examining and interpreting human identities and transformations of societies and civilizations over time. They use a range of methods and analytical tools to answer questions about the past and to reconstruct the diversity of past human experience: how profoundly people have differed in their ideas, institutions, and cultural practices; how widely their experiences have varied by time and place, and the ways they have struggled while inhabiting a shared world. Historians use a wide range of sources to weave individual lives and collective actions into narratives that bring critical perspectives on both our past and our present. Studying history helps us understand and grapple with complex questions and dilemmas by examining how the past has shaped (and continues to shape) global, national, and local relationships between societies and people.

The Past Teaches Us About the Present

Because history gives us the tools to analyze and explain problems in the past, it positions us to see patterns that might otherwise be invisible in the present – thus providing a crucial perspective for understanding (and solving!) current and future problems. For example, a course on the history of public health might emphasize how environmental pollution disproportionately affects less affluent communities – a major factor in the Flint water crisis. Understanding immigration patterns may provide crucial background for addressing ongoing racial or cultural tensions. In many ways, history interprets the events and causes that contributed to our current world.

History Builds Empathy Through Studying the Lives and Struggles of Others

Studying the diversity of human experience helps us appreciate cultures, ideas, and traditions that are not our own – and to recognize them as meaningful products of specific times and places. History helps us realize how different our lived experience is from that of our ancestors, yet how similar we are in our goals and values.

History Can Be Intensely Personal

In learning about the past, we often discover how our own lives fit into the human experience. In October 2015, a UW alumnus named Michael Stern contacted Professor Amos Bitzan for help translating letters from his grandmother, Sara Spira, to his parents.  Bitzan was able to integrate some of the letters into his class on the Holocaust to bring to life for his students the day-to-day realities of being Jewish in Nazi-occupied Poland. As Bitzan explained, “I realized that Sara Spira’s postcards could be a way for my students to integrate two facets of the study of the Holocaust: an analysis of victims and perpetrators.” And if you have ever seen an episode of “Who Do You Think You Are?”, you’ve seen the ways in which historical research can tell us amazing stories about our ancestors – stories we might not ever know otherwise.

“Doing” History is Like Completing a Puzzle or Solving a Mystery

Imagine asking a question about the past, assembling a set of clues through documents, artifacts, or other sources, and then piecing those clues together to tell a story that answers your question and tells you something unexpected about a different time and place. That’s doing history.

Everything Has a History

Everything we do, everything we use, everything else we study is the product of a complex set of causes, ideas, and practices. Even the material we learn in other courses has important historical elements – whether because our understanding of a topic changed over time or because the discipline takes a historical perspective. There is nothing that cannot become grist for the historian’s mill.

History Careers

• Overview More
• Why Study History? More
• What can I do with a degree in History? (pdf) More

Why History Matters

IELTS Mentor "IELTS Preparation & Sample Answer"

• Skip to content
• Jump to main navigation and login

Nav view search

• IELTS Sample

IELTS Writing Task 2/ Essay Topics with sample answer.

Ielts essay # 1199 - it is essential to learn history, ielts writing task 2/ ielts essay:, some people think that studying history is a waste of time while others think it is essential for us to learn history., discuss both these views and give your own opinion..

• IELTS Essay
• Writing Task 2
• IELTS Essay Sample
• Discuss both views
• Discussion Essay

IELTS Materials

• IELTS Bar Graph
• IELTS Line Graph
• IELTS Table Chart
• IELTS Flow Chart
• IELTS Pie Chart
• IELTS Letter Writing
• Academic Reading

Useful Links

• IELTS Secrets
• Band Score Calculator
• Exam Specific Tips
• Useful Websites
• IELTS Preparation Tips
• Academic Reading Tips
• Academic Writing Tips
• GT Writing Tips
• Listening Tips
• Speaking Tips
• IELTS Grammar Review
• IELTS Vocabulary
• IELTS Cue Cards
• IELTS Life Skills
• Letter Types

• Privacy Policy
• Cookie Policy
• Copyright Notice
• HTML Sitemap

IELTS Preparation with Liz: Free IELTS Tips and Lessons, 2024

• Test Information FAQ
• Band Scores
• IELTS Candidate Success Tips
• Computer IELTS: Pros & Cons
• How to Prepare
• Useful Links & Resources
• Recommended Books
• Writing Task 1
• Writing Task 2
• Speaking Part 1 Topics
• Speaking Part 2 Topics
• Speaking Part 3 Topics
• 100 Essay Questions
• On The Day Tips
• Top Results
• Advanced IELTS

IELTS Essay Ideas: Is History a Waste of Time

Below are ideas for the topic of history in IELTS writing task 2. This essay is about how important history is to learn. This can relate to the subject of history as a whole or children spending time learning history. You should use the ideas given below and adapt them to the specific essay question given by IELTS.

Sample IELTS Essay Question

Some people think that studying history is a waste of time while others think that it is essential to learn. Discuss both sides and give your opinion.

IELTS Essay Ideas

Below are ideas for both side of the argument. A useful definition of history is “it is the study of past events, particularly human affairs.”. It might be the study of a country or of a person in the past. It might involve a particular event or a general situation at a given time in the past.

History is a Waste of Time

• Most people memorise dates, names and facts when they study history. This information is not useful in everyday life or for the future.
• If we could actually learn from history, history wouldn’t be full of the same repeated mistakes. However, the same mistakes are made again and again which makes history irrelevant to learn for the future.
• History is a subject that is rarely used in people’s lives so it would be better to focus on science or technology which is more relevant to the future and today’s society.
• Each historical event has different perspectives. For this reason, it makes learning history a waste of time because events can also be interpreted in a different way which makes what we learn in history less valuable.
• Many school curriculum have been set and are rarely changed. That curriculum includes little current history which is the only type of history that helps people understand the world they currently live in.

History is Important

• History helps young people understand their own culture and how their culture and country have evolved.
• History gives identity and helps unify people. It gives people a sense of roots and belonging.
• History teaches people what their forefathers experienced and suffered in the past in order to make their country what it is today.
• History teaches us about travesties which have occurred in the past, such as the Holocaust. It is essential for both people in the past, present and future to never  forget such events in order to honour the memory of those lost and to ensure it never happens again.
• History helps us understand change. It records and helps people understand successes and failures. Through these studies people can learn about change and how others are affected by it.
• It shows patterns of behaviour or events in the past and their outcome which can help us avoid similar outcomes in the future.
• Learn about the past often gives a glimpse of the future. It shows a path of development that will continue past the present and into the future.
• Valuable information can often be found in history, such as traditional medicines. Learning about past lifestyles and techniques used by people in the past can hold the secrets to remedies or cures no longer used.

Recommended

• All Essay Ideas for Writing Task 2
• Model Essay: Family History Topic
• All Model Essays
• All writing task 2 lessons, videos and tips

If you wish to post writing, please read the rules for posting writing on this blog.

Get my free lessons by email

Subscribe for free to get my new IELTS lessons sent to your email inbox.

Email Address

Thank you for providing this fantastic piece of knowledge. This one is very useful.

You’re welcome 🙂

some people believes that history is such a waste of time and boring but others argue that it is an important subject . In my opine,from the study of history there are a lot of beneficial factors that helps in better understanding of the past events.

There is a common opinion among people that learning history is important while some do not consider it as useful. Learning history is always useful in knowing about your culture and how the people have evolved with time. However history in the world of technology and innovations doesn’t have much impact nowadays. History is considered as the important part of any nation or country because it reflects the culture and traditions of a particular society. There are important events in the past that how people have evolved and changed their way of living. Also it mentions the important dates and people who had done something innovative/big in the past. History helps to modify our culture and things which needs to be amended. It also taches the history of noble families. It guides about the pattern of diseases that run-in families so we can take precautionary measures regarding them. It facilitates to create medicines/treatment for non-cured diseases of past. However, history is not useful nowadays because future of the world doesn’t depend on it. Today world is about new technologies and modern techniques which make it easier for people to learn. Remembering dates and events is not an easy task because every historical event has different perspective. Having past methods in present world doesn’t create much difference because people and their culture has evolved with the passage of time. In my opinion, studying history is important because that make us to understands about our culture and learn about change with time. It also reflects the important historical event that took place in the past. Upcoming generations will learn about their past and the change that has taken place to amend their present and future.

thanks so much for those introduction about writing task 2 especially.after, looking at your notes I could write en essay by my self , thanks so much .

Some people believe that history is such a boring subject and time consuming at school but other argue that it is an important part of subject to learning about many history events in past. In my opinion, Undoubtedly, from studying history can take a lot of beneficial views or criticises, and then helping children better understand about their life before making any mistakes. There should be a balance of time between studying history and other practical subject at school curriculum.

Firstly, one of the popular reasons why history is a great deal at school program is that studying history can help students to make a sure about mistakes at their present-days problems. It means that students become more aware of any mistakes in the future. Take medical operation as example, many medical students either at school or university would like studying and learning about studying history medicine that relate to mistakes or any misunderstanding.at the result that make then to be more open-eyes.

On the other hand, if teachers are more care about studying history, It would be more time consuming so it is better, there is a suitable time-balances between learning history forms and other subjects. For example, some students do not enjoy studying history events. because at the moment teenager are more interested in modern time rather than the studying in the past.

In conclusion, although it is common believe that studying history has a critical point to make new generation to be more awareness in the life ,it does make a sense of subject at school with spending a lot of time on it .

Hello lizy please can you help me out with this question”Discuss the crisis of historical relevance in our present day society is partly a product of social ignorance and largely the consequences of conservative and reactionary approach to the study of history by historians…”please help me out

That isn’t an IELTS essay question. Where did you find it? I suggest you are very careful about essay questions you find online. Stick to preparing essays using realistic or authentic questions.

Hi Liz, I am taking the paper-based IELTS exam next week, so I wonder if it is important that I write clean. My handwriting is not bad, but sometimes I need to make alterations that would require erasing words and sentences, then fitting the new phrase (which is usually longer than the previous one) in the same space. All these make my writing paper a bit messy. Would that be a problem? Thanks.

It’s only a problem if the examiner struggles to read it. Are you making alterations because you have new ideas and want to express them or because of language problems? Always plan your essay thoroughly before you start. Each sentence will be planned for ideas and content. When you start writing, all you need to do is focus on your grammar and vocab for each sentence. Errors ought to be minimal. Also consider doing the computer based test if possible because then you can delete and move chunks of writing around on the page.

Hi Liz, Again, I’d thank you for the valuable lessons and I’m going through them one by one so I can get corrected my mistakes.

What I want to know is, there are 5 points under why history is considered as a time waste and 8 points under why history is important. Can you please mention how much points are normally enough to write under each of the cases when I get this type of an opinion essay. Thanks!

The above isn’t an essay. It’s just a list of ideas. Normally you would have two or three body paragraphs in any essay.

I would deeply appreciate your Great effort towards valuable lessons 💪 I had got exactly the same above question in a computer based IELTS today. Thank you again 😍

That was lucky. Good luck with your results 🙂

Hi I am a 13 year old and thanks for the help Liz

Glad to meet you, Tujan. Take your time using all the pages and lessons on my site. Good luck 🙂

Hi Liz, for this particular topic, is it acceptable to state that I regard both are equally important subjects? Or, must I give a one-sided opinion? Thanks.

I took the computer-based exam yesterday and this was exactly my task 2.

That’s lucky! I hope you did well 🙂

Hi Liz I am your avid student and I am stuck at 6.5 in writing despite scoring band 9 in other modules. Can you please review my essay and give feedback? I have tried to pay heed to your advice.

The question of whether to prioritize history over science subjects in teaching curriculum is an old one. There are valid arguments on both sides but in my opinion, more stress should be placed on teaching science and technology to the students as compared to traditional subjects like history, as it is more beneficial to the society as well as more fun and interesting for students.

The proponents of teaching history argue that children should be familiarized with their ancestors and the ordeals that they went through to teach them important life lessons.For instance the study of Holocaust can help children in understanding the devastating consequences of human actions on the society. History also gives people a sense of identity and helps in unifying people. For example the recent addition of the subject of Egyptology was hailed as a positive development by most Egyptians and was the source of great national pride for them.

On the other hand,some people point out and I agree that science and technology should be the major focus in school curriculum as it will help students in benefiting the society. The advancements in these fields can help in betterment of present as well as future of the nations. For example the recent developments in the field of robotic surgery have revolutionized healthcare for terminal patients. Moreover science subjects are more interesting for students as there is less memorization and more practical work. According to a study published in world education journal, visual learning in science labs is 70% more effective than the traditional lectures in subjects like history.

In conclusion, more stress should be placed on teaching the practical science fields as compared to history as it will be more beneficial to humanity in addition to being more palatable for students.

This is a Discussion Essay. You have written it very well indeed. Did you get a Discussion Essay in your previous IELTS test?

Thank you, you encouragement means a lot to me. Last time I got a personal viewpoint essay topic….

With Opinion Essays it is easy to not fulfil the Task Response which can greatly affect your score. It might be worth getting my Opinion Essay Advanced Lesson to see if you are following the right techniques: https://elizabethferguson.podia.com/ . You also have to consider task 1. If you are taking the Academic test, there are again criteria that are easily overlooked. See this page: https://ieltsliz.com/ielts-writing-task-1-lessons-and-tips/ . Your English does contain errors which might affect hitting band 9. But with the right techniques, you should be able to hit 8 or more (depending on how your write on the day). Always aim for accuracy. The main difference between 8 and 9 is the degree of accuracy in your English writing – so never aim to impress.

Thank you so much for your marvellous help. I am your big fan. I am going for exam 2nd time. I hope I will get sufficient score this time and for that I required your blessings.

Thanks a lot. Amee.

Thanks a lot.

Hope you are doing well, I would to ask if do you know what are the topics given for the month of November. I will be taking the exam by December 15th and 16th, so I would like to have initial ideas to start things right. Looking forward to hear from you soon.

For speaking, topics and questions are used for about three months. But for writing, this isn’t necessarily true. The only way to prepare is to prepare all common topics: https://ieltsliz.com/100-ielts-essay-questions/ and recent topics: https://ieltsliz.com/recent-ielts-questions-and-topics/ .

Dear Liz, I am wondering if it is a typo in the sentence ” history gives identify ” or it should be ” identity” Thank you very much for all your valuable effort .

Thanks – I’ve altered it.

Thank You Liz . Thank You. 🌱

I know you will not put the band score, but please can you tell me is this essay enough to get a band score 7.

Traditional subjects such as History, Politics etc were taught in schools spending more time rather than spending on teaching interpersonal and soft skills which is of greater use for students to find a good employment opportunities in future. In my opinion, although spending a good time on teaching traditional subjects, but also giving an equal or more importance to the skills could be a key solution to find a good job.

Firstly, History as a traditional subjects , in addition schools are the best way that our child to get to know about the past tradition, culture, ancient methods, languages as well as about our ancestors, for this reasons, traditional subjects should give more importance like any other subjects in schools.Knowing more about our culture, tradition, history is the only way that we can uphold about our beliefs.

However, due to the increased demand for the skills namely interpersonal and soft skills such as mathematical, marketing etc which is required in all enterprises or in a job market, I admit that by contrast, it is primary to teach the students about the skills in school in addition to the subject history or arts. One clear example, to illustrate here is when we are going for an interview the employer mainly look over the skills that the employee have rather than his knowledge about the traditional subjects because obviously, the employer ‘s motive is the growth of the company.

To summarize, I firmly believe that in school the teachers should give equal or either more importance to teach their students about the skills as it is the most important factor to find a good job. Even though it is good to have knowledge about the tradition and culture.

Is it good enough to get a score of 7? Please if you have time point out my mistakes.

Sorry I don’t give feedback or scores. But I will say, avoid using “etc”. Just decide on two examples and that’s enough.

Hi Miss Liz! I have a question. Why should you not use “etc” in IELTS Writing? Thank you!

You want to showcase your English, so choose your examples carefully and no need to add “etc”. The letters “etc” means unknown, unstated examples – don’t do that in a language test.

Hi miss liz can you please give some variations of task one.

Go to the HOME page and access the main writing task 1 section of the website to find model answers for task 1.

hi mam, I am jumbled up, if the question is what extend you agree or disagree?, and am agreeing that what should my paragragraphs constitute? your earliest reply will be highly appreciated.

If you agree, then each paragraph gives one reason for your opinion.

Hi Liz, how are you?

I am Dario from Argentina and I will take the exam next Saturday. First of all I would like to thank you for all the material, tips and exercises of the web. Secondly, if possible, I would like to to have a look on my essay and tell me what you think.

Thanks in advance

So many times one can hear that the study of history is pointless. Luckily, they are not the majority and other people still believe that history is one of the essential knowledges.

Narrow-minded people may think that the past is gone and what we are living now or going to live in the future has no link with it. They focus on the future as it comes from another planet or suddenly appears from underneath a rock. They do not really see that what happens today is because something happened yesterday, which change the course of the things, made people to take other decisions and choose different things than the ones it would have chosen under other circumstances.

Alternatively, still the most of people support and study history. History is sometimes crucial to understand what is going to happen, but also to prevent some things to happen again, as the holocaust or wars. The same way everyone as individual makes mistakes, the society as a whole do it as well. History provides us the key to think and understand when, why, how and what happen anything and act consequently next time. It is also our collective memory, therefore historians have an important role in our society.

In conclusion, although a small group of people try to reduce the importance of history it can be easily argued and demonstrated that is groundless. In my opinion, history is one of the most important (and exciting) topics in human sciences.

Really that’s true and you helped me a lot through these points

Pliz help me madam,i have an assignment of history now i want u to help me on the same topic.why history as a subject should be taught in schools? Pliz i need some points

All the ideas are given on this page.

mam u need to give people ideas and help instead of just telling them that all the ideas are on the page

The entire page above is a list of ideas for a topic. Please read them.

Thankyou madam ..for everything..

thank you too

To study history is like to live in past.Situations and circumstances changes from time to time.What was considered right in the past may be perceived as wrong in the present circumstances.In the past nations were ruled by the king with absolute authority at their command and can be seen described as dictator. Dictator in present age are not considered acceptable,so why to study previous kings.

hello mam . provide me with the ideas in the recent topic of ielts “similarities are rising with same types of shops , products and brands all over the world . what are the merits and demerits of this ” this was the essay of ielts writing task 2 held on 26 th september 2015

Please see the recent questions page where some ideas have been shared. Liz

Hi Mam I’m blessed that I found your blog at last. I’ve already got Band score 6, but my goal is 8. I’m excited to have your advanced lessons, but unfortunately I’m not sure how I can pay for that from Bangladesh.

Could you please have a look on my Introduction and advise me, pointing the mistakes I made, what I should do?

Learning history is interesting and enjoyable. Studying history is prioritized by some as an effective subject although others argue against it as a waste of time. While studying history, it is possible to know about ancestors’ contribution on this modern world and the mistakes they made, although memorizing dates and names, and lack of science or technology has no usefulness in future.

https://ieltsliz.com/liz-notice-2015-2016/

Hi Liz, in writing, is it okay ti use contractions? Because in speaking, it contractions are preferred. And is it safe to use highfalutin vocabulary such as sojourn and etc for writing task 2?

No, never use contractions in IELTS writing. Only use vocabulary that you can use with complete accuracy. Liz

Hi Liz, If I don’t get wrong, there is a typo in the third idea in the viewpoint “History is important”. History teaches “us” instead of “use”.

You should think about charging for your proof reading services 🙂 Well spotted. Liz

Hi Liz, I want to write a balanced essay. Would this introduction will be fine?

People have different views about whether or not learning history is vital in our daily lives. In my opinion, studying history has a signicant importance not only in the present but also in the future generation of our society.

Please read my notice: https://ieltsliz.com/posting-writing/ Thanks Liz

I think that if you can not look back at history how can you make today’s age any better

June 13 writing task 2: the statement given went something like this – a huge number of accommodation and transportation facilities emerge in big cities nowadays thus the government is asking the business sectors to relocate their businesses in rural areas. To what extent do you agree or disagree?

Thanks for sharing. Liz

Speak Your Mind Cancel reply

Notify me of new posts by email.

Advanced IELTS Lessons & E-books

Click Below to Learn:

• IELTS Test Information

Copyright Notice

Copyright © Elizabeth Ferguson, 2014 – 2024

All rights reserved.

Privacy Policy & Disclaimer

• Click here:  Privacy Policy 
• Click here: Disclaimer

Return to top of page

Copyright © 2024 · Prose on Genesis Framework · WordPress · Log in

Looking for a sneak-peek?

The real magic of Learnerbly can't be expressed in a minute and a half but we know that sometimes seeing is believing. Enter your details below to see a brief tour of our platform.

Not seeing a form? Try refreshing the page.

Why is Learning Important? A Deep Dive Into the Benefits of Being a Lifelong Learner

Free Guide: 5 L&D Trends to Watch Out for in 2021

Learning and development is changing and to stay ahead of the curve you need to know the ways in which it’s doing so.

Learning is important (at least to us here at Learnerbly 😉). 

But why is learning important? 

Education - both formal and informal - is essential to the development of considerate, compassionate, and cooperative societies, the success of organizations, and the personal pursuit of happiness. 

In this article, we unpack what continuous learning and education can mean to the life of each individual, to the organization's they are part of, and to their broader societies.

Looking at this issue from a different angle, we then reflect on some of the potential consequences of not practicing continuous learning—or at least of not prioritizing education in our day-to-day lives.

What Does Learning Even Mean? 

Learning is essential to humanity. It’s so embedded in our lives that we rarely consider what it means . 

Learning is the process of gaining new skills, knowledge, understanding, and values. This is something people can do by themselves, although it’s generally made easier with education: the process of helping someone or a group of others to learn.

With educational support, learning can happen more efficiently. Education is also how we collect and share all the skills and knowledge we learn individually. Benefitting from education instead of having to build new skills and knowledge by ourselves from scratch is part of what it means to live in a society instead of in isolation.

Learning and education impart more than just knowledge and skills. They also transmit the values, attitudes, and behaviors we have decided to share. 

For example, education has helped us to create and maintain the shared belief that when someone does something particularly harmful, they deserve a fair legal trial no matter their crime.

In simple terms, learning and education help hold together human life and civilization as we know it. They are what we use to make our societies better for ourselves, those around us, and those who come after us.

This is why the right to free elementary education is enshrined in the Universal Declaration of Human Rights , which states that “education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms” and that “it shall promote understanding, tolerance and friendship among all nations, racial or religious groups”.

What Does Learning Mean for Us Today?

Learning is not unique to humans. Scientists have observed many different animals teaching their young skills like how to find food and keep themselves safe.

Among humans, educational practices can be traced back practically as far as human life goes. Evidence of teaching and learning has been found from remnants of human life dating back thousands of years BCE—and that’s just where we’ve found written evidence. Oral and practical education (for example, early humans physically teaching their children to hunt and forage for food) likely go back even further.

Learning has continued all over the world throughout the history of human life, in more ways than we have time to write about here. However, the Fourth Industrial Revolution will have a massive impact on how we as a global society approach education going forward. 

The Fourth Industrial Revolution refers to the rapid rise of new technologies including big data, artificial intelligence, automation, and the Internet of Things. Life in this new technological landscape demands that we change our approach to education in a number of ways. 

One major shift we’ll all have to make is the move from viewing education as something finite (something we do at school and university so we can go into the working world and then never have to study again) to something that keeps going throughout our lives as we gain new skill after new skill.

To face a future of constant technological change, we’ll need to adapt to continuous learning as a new norm. In his book Future Shock, US writer and businessperson Alvin Toffler wrote that “the illiterate of the 21st Century will not be those who cannot read and write, but those who cannot learn and relearn.”

The future of education lies in integrating continuous learning into our everyday personal and professional lives even more than we already do. 

This might be why the Finnish Innovation Fund Sitra has proposed that compulsory, publicly funded education covers not just elementary school—as the Universal Declaration of Human Rights puts forward—but continuous learning, too. 

Sitra cites US American biologist E.O. Wilson, who said “We are drowning in information, but yearn for wisdom. Therefore, the world will be led by those… who are able to compile the correct information at precisely the right moment while thinking critically and making important decisions wisely.”

How Learning Supports Our Wellbeing

We’ve talked about why education is important to society as a whole, but continuous learning also benefits the personal life of anyone who engages with it. Here's how.

Research suggests that people who practice continuous or lifelong learning are happier on average. This may be because lifelong learning helps people to keep developing their passions and interests, which bring us happiness. 

Learning about topics that interest us makes most of us feel happy, at least in the moment, as does spending time honing hobbies we are passionate about (which is also an act of lifelong learning!). It stands to reason that building time for these things into your personal life would contribute to your overall happiness.

Continuous learning also helps us to keep pursuing our personal and professional development goals, and all the achievements along the way are a great source of happiness for many of us. 

It also helps us keep boredom at bay, which is another way of increasing our happiness.

Several scientific studies have shown that lifelong learning activities can help people maintain better brain function as they age. 

One study found that people with Alzheimer’s who practice more learning throughout their lives start to display dementia symptoms later than those who have spent less time learning. In other words, lifelong learning might be able to slow the onset of Alzheimer’s. 

Another study found that spending time learning to play a new musical instrument can help delay cognitive decline. A third study found that spending time learning new skills, namely digital photography and quilting, helped elderly people to improve their memories.

How Learning Supports Our Work

Continuous learning—especially in the form of workplace learning—also offers a host of professional benefits for both employees and their organizations. These include:

One key way that continuous learning helps both employees and their companies is by helping people upskill, which means improving their existing skill sets and broadening them with new skills.

Upskilling is good for employees because it equips them with the knowledge and skills they need to pursue their personal and professional development goals, for example by upskilling towards a promotion.

Building a more highly skilled workforce through continuous learning is also beneficial to companies. More skilled employees can do their jobs better and faster, and research shows that companies with a strong learning culture are 52% more productive.

Employees learning new skills to pursue promotions also benefits companies because internal promotion is generally a more time-efficient and cost-effective solution than hiring externally. 

Lastly, companies who support their employees' continuous learning boast demonstrably higher staff engagement, which in turn boosts productivity and profitability . This is also beneficial to individual employees, because being engaged at work generally means enjoying your job and finding it meaningful.

Adaptability

As we mentioned earlier, the Fourth Industrial Revolution is pushing employees to pursue continuous learning throughout their lives as they will have to constantly adapt to new knowledge and technological changes, which keep appearing faster and faster.

Engaging in continuous learning means becoming accustomed to incorporating new knowledge all the time, and this is essential in order to keep adapting. 

It's important to make learning continuous because this gives people the skills they need to adapt, empowering them to stay competitive in the job market, pursue promotions in their current jobs, and keep pace with knowledge and technological changes in their everyday lives. 

Investing in an adaptable workforce by supporting continuous learning is also key to any company that wants to remain competitive and relevant in its industry.

Learning also drives innovation, which describes the new ideas and technological and cultural developments that people come up with to solve problems and improve their societies. 

Research shows that companies that have a strong learning culture are 92% more likely to innovate by developing new products and processes, and 56% more likely to be first to market with these new developments. 

Innovation is important for society as a whole because the benefits of these new developments can be shared to help improve all of our lives. The fast-tracking of the Covid-19 vaccines are a great example of an organizational innovation that has been developed to combat a global pandemic.

Learning can also help people build the critical thinking skills they need to view problems in new, innovative ways.

What Happens If We Don’t Prioritize Learning?

Another way to reflect on why learning is so important is to think about all the potential negative consequences of not prioritizing learning enough. 

The flipside of everything we’ve said in this article is that a society that didn’t prioritize learning would have a lack of shared knowledge and skills for people to benefit from. It would also have a lack of shared ideas and values, which could stoke conflict and war as people and their leaders might struggle more to find common goals on which they can agree.

Not prioritizing learning about other people and cultures would also diminish our ability to understand people who are different from us, and this too would contribute to increased conflict and violence.

People who don’t prioritize continuous learning enough in their own lives are likely to be less happy or fulfilled, as they spend less time exploring their interests and working on personal development.

Elderly people who spend less time on learning are likely to experience faster cognitive degeneration than those who learn regularly.

Companies that don’t prioritize their people’s learning are less productive, less profitable, and have lower staff engagement rates than those that do. They’re also less likely to remain competitive in their industries or produce novel products or services. 

People who don’t get enough learning support at work are more likely to be disengaged and see their skills stagnate compared to those who work with companies that invest in their people’s learning. 

They will also struggle more with pursuing career development , as they have little support for the upskilling they need to do to grow in their work.

Lastly, if we don’t prioritize learning enough as we face an uncertain—but certainly technologically advancing—future, we will likely have a more difficult time adjusting to the changes ahead of us and making the most of future opportunities.

Continuous learning is important because it helps people to feel happier and more fulfilled in their lives and careers, and to maintain stronger cognitive functioning when they get older. 

Making learning continuous helps companies boost their productivity, profitability, adaptability to change, and potential to innovate in their industries. 

Learning is important to society as a whole because it helps different groups of people to share knowledge, agree on mutual values, and understand one another better. 

Don’t forget to share this post!

Continue reading.

Top 10 Insights into How Companies Are Upgrading Their L&D Strategies

How People Teams can Boost Employee Engagement with Self-Directed Learning

Upskilling: What’s The Real Impact of Falling Behind in the Gaming Industry?

Get industry insights, guides, and updates sent to your inbox, you will receive a monthly recap of our latest blog posts, expert interviews and product updates..

• How it works
• Our Providers
• Ebooks & Reports
• Help Centre

Oral History Offers a Model for How Schools Can Introduce Students to Complex Topics

• Share article

As historian David McCullough said, history is the study of who we are and why we are the way we are.

That’s why teachers in the Memphis-Shelby County public schools, as racially isolated now as they were when the U.S. Supreme Court outlawed school segregation, have launched a curriculum to introduce their students to the 13 children who helped integrate these Tennessee city schools in 1961.

Memphis-Shelby County teachers, researchers from the University of Memphis, and the local Memphis 13 Foundation worked with seven of the 10 surviving members of the Memphis 13—a group of Black 1st graders who peacefully enrolled in four all-white schools at the height of the civil rights era—to develop teacher training, lesson plans, and oral history activities for elementary students.

“Just going home and talking to grandparents or talking to the elders in their community was never going to be enough,” said Anna Falkner, an assistant professor at the University of Memphis and a co-developer of the curriculum, “because it wouldn’t provide [students] with the context that they needed in order to understand what happened and understand the ongoing effects of, for example, the way segregation looks today.”

The Memphis 13 project offers a model for how schools can introduce complex subjects to students, even in early grades, while also giving them opportunities to investigate social studies in their communities

“Really consider the context,” Falkner said. “What are the specifics that can help students understand their Southern context or the context wherever they are and what that means in relation to the larger experience. It’s not just focusing on that national narrative, not just sharing Brown v. Board , but really thinking about, what did this look like in my backyard? What did it look like for my family members or my community members?”

For example, teachers met with surviving members of the Memphis 13 to identify projects for students in 2nd and 5th grades, when Tennessee social studies standards cover civil rights issues. Sheila Malone, one of the students who first integrated into the district’s Bruce Elementary as a 1st grader, suggested that 5th graders record the experiences of others who had attended the district schools during desegregation.

“[Malone] wanted the students to go back home and share the story and have intergenerational conversations about the history of our schools,” said Gina Tillis, the director of curriculum and instruction for the Memphis 13 Foundation, who co-developed the Memphis curriculum. “One of the things that I’ve noticed with the members of Memphis 13 is, as they’re sharing their stories, they’re unpacking memories that have been silenced. … This is a really powerful space for students to reflect on their education, their parents’ and their elders’ education, and what we’re doing collectively to create a more inclusive and equitable school system.”

Second graders, for example, watch documentaries and review news accounts about the school desegregation decisions in Memphis and other cities, identifying ways children their age participated. In 5th grade , students review collected oral history interviews and collect their own, as well as analyze modern policies related to school integration. Tillis said the project plans to expand the curriculum to 8th and 11th grades in the future.

Building school integration history projects

Emerging technology has made it easier for educators to engage their students in active historical research, according to the Center for Public History and Digital Humanities at Cleveland State University in Ohio. The center, for example, has developed apps to help students record interviews and archive historical documents.

Efforts like those of the Memphis 13 helped integrate public schools in the decades following the landmark U.S. Supreme Court ruling in Brown v. Board of Education . However, these trends began to reverse in the 1990s and have worsened to this day, even as the overall public school population has grown more diverse. Studies find schools serving high populations of students of color continue to have on average fewer educational opportunities —including challenging courses, experienced teachers, and other resources—compared with schools serving mostly white students.

While the Memphis 13 are well known, Tillis stressed that schools can use community history to engage students regardless of where they are. “Everyone has a school desegregation story. Every district, every person ... and every district story is unique,” she said. “It’s, I think, one of the most powerful stories to share because it offers you this platform to really deconstruct what’s going on in our schools.”

Researchers recommended that schools interested in developing similar projects:

• Work with local historians and groups to identify social studies topics and events that had strong effects on the local community. This can include school district librarians or archivists, for example.
• Provide teachers with training in both the historical context and strategies and tools for documenting community history.
• Focus on topics that encourage students to make connections between history and current issues in their community.

“One of the lessons that we’re hoping to share with other school districts is just the power of listening to your community members who are historians, even if they don’t work for the local archive: the neighbor down the street who kept all the newspapers, the person who knew everybody in the neighborhood,” Falkner said. “Finding those community members and making a meaningful way for them to participate in the curriculum development is the most important piece.”

Sign Up for EdWeek Update

Edweek top school jobs.

Sign Up & Sign In

Why is it Important to Learn about other Cultures

This essay about the importance of cultural exploration highlights how immersing oneself in diverse global cultures fosters empathy, enhances communication skills, and broadens perspectives. It emphasizes the value of preserving cultural heritage and its economic significance in today’s interconnected world. By celebrating diversity, individuals and societies can build a more inclusive, harmonious, and prosperous future.

How it works

Embarking on a voyage through the kaleidoscope of global cultures is akin to setting sail on an adventure through a treasure trove of human experiences, where each culture offers a distinct jewel waiting to be uncovered. From the pulsating rhythms of African drum circles to the intricate weaving traditions of the Andes, the world is a mosaic woven with the threads of diverse customs, beliefs, and practices. In today’s interconnected world, the significance of immersing oneself in other cultures extends far beyond mere curiosity; it is a transformative pursuit with manifold benefits.

To start, diving into the tapestry of global cultures nurtures a profound sense of empathy and interconnectedness. As we delve into the rituals, traditions, and daily routines of people from varied backgrounds, we begin to acknowledge the shared humanity that binds us together. Through this empathetic lens, cultural barriers dissolve, paving the way for deeper understanding and meaningful connections across borders and boundaries.

Furthermore, cultural exploration acts as a portal to developing essential intercultural communication skills. In an era where interactions with individuals from diverse cultural backgrounds are increasingly prevalent, the ability to navigate these encounters with sensitivity and understanding is invaluable. By understanding the subtleties of communication, etiquette, and social norms in different cultures, individuals become adept at bridging cultural chasms and fostering meaningful dialogue and cooperation.

Beyond fostering empathy and communication, exploring other cultures enriches our perspective and broadens our horizons. Each culture offers a unique viewpoint through which to perceive the world, with its own customs, philosophies, and ways of life. By embracing these diverse perspectives, we challenge our own assumptions and expand our comprehension of the human experience. This broader outlook not only enriches our intellectual development but also cultivates a deeper sense of humility and open-mindedness.

Moreover, cultural exploration plays a crucial role in safeguarding and celebrating the diverse tapestry of human heritage. In an age of rapid globalization and cultural homogenization, many indigenous cultures are at risk of disappearing. By learning about and cherishing these cultures, we contribute to their preservation and rejuvenation, ensuring that their distinct traditions and wisdom endure for generations to come. Additionally, by fostering a greater appreciation for cultural diversity, we deepen our connection to our own cultural heritage, celebrating the rich kaleidoscope of human expression.

On a practical level, cultural literacy also holds economic significance in today’s globalized world. Businesses that comprehend and respect the cultural intricacies of their target markets are better positioned to thrive in an increasingly competitive environment. Whether it’s customizing products and services to local preferences or forging alliances across borders, cultural literacy can be a potent tool in driving economic growth and prosperity.

In conclusion, delving into the rich tapestry of global cultures is not merely an intellectual pursuit; it is a transformative odyssey with profound implications for personal development, societal harmony, and economic progress. By nurturing empathy, honing communication skills, broadening perspectives, and safeguarding cultural heritage, cultural exploration enriches both individuals and societies alike. In an ever more interconnected world, embracing cultural diversity is not merely an option but a necessity for constructing a more inclusive, harmonious, and prosperous future for all.

Cite this page

Why is It Important to Learn About Other Cultures. (2024, Apr 29). Retrieved from https://papersowl.com/examples/why-is-it-important-to-learn-about-other-cultures/

"Why is It Important to Learn About Other Cultures." PapersOwl.com , 29 Apr 2024, https://papersowl.com/examples/why-is-it-important-to-learn-about-other-cultures/

PapersOwl.com. (2024). Why is It Important to Learn About Other Cultures . [Online]. Available at: https://papersowl.com/examples/why-is-it-important-to-learn-about-other-cultures/ [Accessed: 1 May. 2024]

"Why is It Important to Learn About Other Cultures." PapersOwl.com, Apr 29, 2024. Accessed May 1, 2024. https://papersowl.com/examples/why-is-it-important-to-learn-about-other-cultures/

"Why is It Important to Learn About Other Cultures," PapersOwl.com , 29-Apr-2024. [Online]. Available: https://papersowl.com/examples/why-is-it-important-to-learn-about-other-cultures/. [Accessed: 1-May-2024]

PapersOwl.com. (2024). Why is It Important to Learn About Other Cultures . [Online]. Available at: https://papersowl.com/examples/why-is-it-important-to-learn-about-other-cultures/ [Accessed: 1-May-2024]

Don't let plagiarism ruin your grade

Hire a writer to get a unique paper crafted to your needs.

Our writers will help you fix any mistakes and get an A+!

Please check your inbox.

You can order an original essay written according to your instructions.

Trusted by over 1 million students worldwide

1. Tell Us Your Requirements

2. Pick your perfect writer

3. Get Your Paper and Pay

Hi! I'm Amy, your personal assistant!

Don't know where to start? Give me your paper requirements and I connect you to an academic expert.

short deadlines

100% Plagiarism-Free

Certified writers

• Skip to main content
• Keyboard shortcuts for audio player

Investigations

When judges get free trips to luxury resorts, disclosure is spotty.

Tom Dreisbach

Carrie Johnson

Many federal judges receive free rooms and subsidized travel to luxury resorts for legal conferences. NPR found that dozens of judges did not fully disclose the perks they got. Chelsea Beck for NPR hide caption

Many federal judges receive free rooms and subsidized travel to luxury resorts for legal conferences. NPR found that dozens of judges did not fully disclose the perks they got.

Dozens of federal judges failed to fully disclose free luxury travel to judicial conferences around the world, as required by internal judiciary rules and federal ethics law , an NPR investigation has found. As a result, the public remained in the dark about potential conflicts of interest for some of the United States' top legal officials.

Federal judges — occasionally with family members or even their dog in tow — traveled to luxury resorts in locations as far-flung as London; Palm Beach, Fla.; Bar Harbor, Maine; and the outskirts of Yellowstone National Park for weeklong seminars. The judges received free rooms, free meals and free money toward travel expenses, together worth a few thousand dollars.

Victims of harassment by federal judges often find the judiciary is above the law

At one event, a far-right German politician with a history of racially inflammatory and anti-immigrant statements made a presentation to dozens of judges. At others, judges heard from an advocacy group that uses lawsuits in federal court to change environmental policy, as well as from corporate CEOs in the oil and pharmaceutical industries.

For almost two decades, the federal judiciary has recognized that the combination of apparent luxury and ideological content can present the appearance of undue influence on the courts. In response, the judiciary has required more transparency in the form of public disclosure.

An NPR investigation found that the disclosure systems often fail to give the public timely information about the outside benefits that judges receive and from whom.

As a result, judicial ethics experts say, people with cases before these judges lack important information about a judge's potential biases. That information, if received in time, could be used to request that a judge recuse from a particular case.

"It also matters to the public, even if someone never shows up in a courtroom, to believe in the integrity of our judiciary and to trust in the decisions that are issued by judges," said Renee Knake Jefferson, a professor at the University of Houston Law Center. "Having disclosures of judicial financial interests goes directly to the public having confidence in the outcomes of the decisions — that they are free of any bias or influence."

Many judges defend these events as helpful forums to discuss important issues, and they reject criticism that a stay at a fancy hotel could influence their decisions. Critics call them "junkets" and glorified vacations that reward ideological allies.

Both sides agree that disclosure is needed.

There are two primary ways the public can view information about judicial education events and see which judges attended: One disclosure is filed soon after the event, and the other is submitted much later.

First, within 30 days of an event, judges are required to file a form that details the host of the event and the entities that provided funding, as well as the speakers and topics of discussion. This form, called a " Privately Funded Seminar Disclosure Report ," is posted on every federal court's website.

Second, federal law requires that judges report the reimbursements they received for the events on an annual financial disclosure report. That report also includes information like alternate sources of income (such as a book deal or teaching job) and what stocks a judge might own. Those reports are eventually posted on a centralized online database maintained by the Administrative Office of the U.S. Courts.

By closely examining the portion of these events subject to public records laws, NPR identified problems with both systems.

In nearly 40 instances, judges attended events at luxury resorts but failed to properly file a report within 30 days. In fact, the forms were uploaded months or even years late and only after NPR began asking questions.

In 13 cases, NPR found that judges failed to declare the benefits they received on their annual financial disclosure forms.

NPR contacted all those judges for comment.

And in another dozen cases, judges' financial disclosures for 2021 or 2022 were simply unavailable to the public. By all accounts, judges are filing those annual disclosure reports on time. The Administrative Office of the U.S. Courts bears responsibility for posting those reports online and has acknowledged delays in getting the system up to date.

There is no indication that the judges intentionally withheld information in order to deceive the public. And the office that administers the annual financial disclosure website told NPR that it struggles to work through a backlog of reports, as well as requests for redactions to protect judges' safety, but is making progress.

Ethics experts said delays and omissions in these reports undermine the entire purpose of the transparency rules.

"That information loses most of its value if it's a year and a half later," said Kedric Payne, the senior director of ethics at the nonprofit watchdog Campaign Legal Center. "It's just too distant from the potential conflict of interest."

Regardless of intention, the result is that the public is kept in the dark. And NPR's findings likely represent an undercount of the larger problem.

Events with ideological presentations and a side of luxury

Nonprofits, legal organizations and private universities all host judicial education events around the world. But those groups are generally not subject to public records laws. As a result, their full attendee lists are shielded from public scrutiny.

When it comes to the hosts of these events, George Mason University in Fairfax, Va., is exceptional in two ways.

George Mason University's campus in Fairfax, Va., in 2018. Education Images/Universal Images Group via Getty Images hide caption

George Mason University's campus in Fairfax, Va., in 2018.

For one, GMU — particularly the university's conservative-leaning Law & Economics Center — has long stood out as one of the most prolific hosts of judicial education events. Collectively, hundreds of judges have attended the university's events at luxury resorts over the years. GMU is quick to point out that the events are paid for by private donors. The Law & Economics Center's website lists donors that include major corporations like Amazon, Pfizer, Google and Facebook, as well as the business lobby group the U.S. Chamber of Commerce. According to the New York Times , conservative activist Leonard Leo helped gather $30 million in donations to rename the law school after late Supreme Court Justice Antonin Scalia.

GMU is a public university in Virginia, which means it is subject to the state's Freedom of Information Act. NPR requested attendee lists for eight of its judicial education events from 2021 to 2023. By comparing attendee lists with the publicly available records, NPR was able to identify dozens of missing disclosures.

That missing information may be relevant to both the public at large and people with cases in front of these judges.

For example, dozens of judges took part in a 2022 event that featured a speaker from the far-right Alternative für Deutschland (Alternative for Germany) political party. Germany has been rocked by massive protests in recent months over revelations about AfD's ties to right-wing extremism. A regional AfD leader is facing charges in Germany for allegedly using Nazi slogans, which he denies.

Gunnar Beck, a member of the European Parliament and an AfD member, spoke to the group of American federal judges about "European Jurisprudence." Beck has a history of anti-immigrant and racially inflammatory statements.

In 2021 — the year before his presentation to the judges — Beck took multiple photos of Black families, including young children in strollers, and posted them on social media. In one of the posts, he used the photo to criticize what he called the Afrikanisierung (Africanization) of Germany. (This post was deleted after NPR contacted Beck.) In another, Beck wrote that due to immigration, "Germany has no future as an industrial and cultural nation, but it does have a future as a welfare office."

Beck told NPR in an email that "each country and its people have a right to control their border with a view to safeguarding their maintenance of their national culture and identity" and that "I do not think these views are either fascist or racist."

The GMU events have also featured presentations from a nonprofit that says it uses lawsuits to promote a pro-market, as opposed to pro-regulation, approach to environmental policy; the CEO of a U.K.-based pharmaceutical company ; and the CEO of an energy company that is currently suing the federal government over financial regulations.

One recent event included a reading assignment on the "worst decisions ever handed down by the Supreme Court" as defined by conservative and libertarian legal scholars. Roe v. Wade , which established a constitutional right to abortion, was No. 2. Landmark cases establishing rights to same-sex marriage and the use of birth control also appeared among the top 10 "worst" decisions.

Given the power of judges to affect Americans' lives on issues from guns to abortion, the environment and crime, transparency about these events is critical, said Gabe Roth of the nonprofit watchdog group Fix the Court.

"The public has a right to know whether or not its top legal officials have any potential conflicts going into hearing cases," said Roth. "Sometimes they're small bore, but a lot of the times they have major national impact."

The agendas for the GMU events showed that the event programming often ended around noon, followed by a five- or six-hour "study break." In some instances, the agendas leave days completely free.

It's unclear exactly how judges spent that time. But attendees had the opportunity to enjoy the Ritz-Carlton's clay tennis courts, the Alyeska Resort's Nordic Spa or the short walk to Buckingham Palace from the May Fair Hotel in London. The agenda for GMU's 2022 Bar Harbor Colloquium in Maine reserved 90 minutes for a wine tasting .

The Alyeska Resort in Girdwood, Alaska, in 2009. John Greim/LightRocket via Getty Images hide caption

The Alyeska Resort in Girdwood, Alaska, in 2009.

A spokesperson for GMU did not respond to NPR's specific questions for this story.

"Topics are selected based on foundational concepts in the economic analysis of law relevant to judges and other areas of interest to the judiciary," wrote Ken Turchi, associate dean of GMU's Antonin Scalia Law School, in an email. "Every judge who attends has the option to complete and submit a disclosure form detailing expenses incurred and reimbursed."

Which judges have disclosure problems?

Problems plagued the paperwork for judges appointed by presidents of both major parties going back decades, including Presidents Ronald Reagan, George H.W. Bush, Bill Clinton, George W. Bush, Barack Obama and Donald Trump.

And the judges who failed to fully comply with the disclosure requirements include some notable names.

In this screenshot, Aileen Cannon speaks during a Senate Judiciary Committee nomination hearing to be a U.S. district judge for the Southern District of Florida on July 29, 2020. She was appointed to the position later that year. U.S. Senate via AP hide caption

In this screenshot, Aileen Cannon speaks during a Senate Judiciary Committee nomination hearing to be a U.S. district judge for the Southern District of Florida on July 29, 2020. She was appointed to the position later that year.

Judge Aileen Cannon of the Southern District of Florida is presiding over former President Donald Trump's criminal trial for allegedly mishandling classified documents. Cannon, herself a Trump appointee, attended two seminars at a luxury resort in Montana, but the privately funded seminar disclosures for both events were not posted online until NPR began making inquiries. Clerk of court Angela Noble told NPR in an email that the absence of the disclosures was due to technical issues and that "Any omissions to the website are completely inadvertent."

Judge Robert Conrad is the director of the Administrative Office of the U.S. Courts. U.S. Courts hide caption

Judge Robert Conrad is the current director of the Administrative Office of the U.S. Courts, which implements the policies of the federal judiciary. Conrad, who was appointed by George W. Bush to the Western District of North Carolina, attended three privately funded seminars from 2021 to 2023. He later included the events on his annual financial disclosure but did not file a publicly available disclosure for any of those events within the required 30-day time limit. "He inadvertently did not make the additional disclosure in the separate system for private seminar attendance," said Peter Kaplan, a spokesperson for the Administrative Office. "Judge Conrad appreciates your bringing this oversight to his attention."

Judge Leslie Gardner of the Middle District of Georgia, who is the sister of prominent Georgia Democrat Stacey Abrams, also failed to file a privately funded seminar disclosure on time. Additionally, NPR found that Gardner omitted the reimbursements she received for lodging, meals and travel on her annual financial disclosure. In a phone call to NPR, clerk of court David Bunt said that Gardner, an Obama appointee, was updating her annual financial disclosure and privately funded seminar disclosure, which were incomplete due to an "oversight."

"I don't have really an excuse for it, and I'm going to correct it"

Judges contacted by NPR largely described the issues with their disclosures as the result of an "inadvertent oversight" or an "accident." In a handful of cases, court clerks blamed technical issues with the online system for uploading paperwork. One judge appeared to be unaware of the requirement to file a disclosure report within 30 days. Several judges thanked NPR for contacting them and prompting them to update their disclosure reports.

"It looks like we blew it," said Judge Philip Gutierrez of the Central District of California in a phone call to NPR. Gutierrez failed to file a disclosure within 30 days of attending a judicial seminar at The Breakers, a resort in Palm Beach, Fla., in 2021. "I apologize. It's important. I'm embarrassed."

Gutierrez immediately uploaded the missing disclosure.

Judge Gary Fenner of the Western District of Missouri attended the same GMU 2021 seminar in Palm Beach but failed to file a privately funded seminar disclosure and omitted the event from his annual financial disclosure that year.

"I am really surprised that I did not report that," said Fenner, an appointee of Bill Clinton, in a phone message to NPR. "I'm going to rectify it. I'm embarrassed about the fact that somehow that was overlooked by me. But I don't have really an excuse for it, and I'm going to correct it."

Judge Keith Starrett of the Southern District of Mississippi, a George W. Bush appointee, said he had thought he marked his attendance at GMU's seminar at the Park Hyatt Beaver Creek Resort and Spa in Colorado in 2021 on his annual financial disclosure. He acknowledged that it was missing from the forms due to an "oversight."

"I'm going to do whatever I need to do to get it right," he said by phone.

In the District Court for the Southern District of Texas, NPR found three judges — Jeffrey Brown, Andrew Edison and Charles Eskridge — who had not filed the required privately funded seminar disclosure forms. After NPR contacted the court, the judges uploaded the forms, and clerk of court Nathan Ochsner said in an email, "At the direction of Chief Judge Randy Crane, my office will routinely remind all [Southern District of Texas] judges of this reporting requirement."

Meanwhile, the delays in getting access to annual financial disclosure reports appear to be the result of the time limits built into the transparency laws, as well as a combination of long processing times for redactions requested by judges and, in some cases, security concerns.

The law requires that judges file their annual financial disclosure reports for the previous year on May 15. Many judges request and receive a 90-day extension, pushing that deadline to mid-August. Judges can then request that the judiciary redact "personal or sensitive information that could directly or indirectly endanger" the judge or the judge's family, but then a committee has to review the request.

"So if you're a judge that asked for a 90-day extension and then, on top of that, you're asking for redactions," said Roth, of Fix the Court, the public release of the annual disclosure is "already well into the following year."

Former federal Judge Jeremy Fogel, who is now the executive director of the Berkeley Judicial Institute, evaluated some of these redaction requests when he served on the judiciary's Committee on Financial Disclosure.

"I don't think that the problem you described is one where the judiciary doesn't want to share the information," said Fogel. "I think the problem is that they have not been able to put the resources in place to get the information online and available to the public in a timely manner."

The Thurgood Marshall Federal Judiciary Building in Washington, D.C., houses the Administrative Office of the U.S. Courts. Andrew Harnik/AP hide caption

The Thurgood Marshall Federal Judiciary Building in Washington, D.C., houses the Administrative Office of the U.S. Courts.

NPR sent a list of judges to the Administrative Office of the U.S. Courts and asked why their annual financial disclosures for 2021 or 2022 were still unavailable. Kaplan, the Administrative Office spokesperson, said he "could not comment on specific judges' filings." In general, Kaplan blamed missing disclosures on backlogs in the system and reviews of filings for possible security issues.

"Currently, nearly all filings from 2021 and more than 80% of the filings from 2022 are available on the database," said Kaplan. "We are continuing to cut into the backlog of reports."

An ongoing debate over judges and luxury trips

Even if judges universally filed their disclosure reports on time and if the federal judiciary sped up the release of information, it would likely not end the ongoing debate over judges getting thousands of dollars in free perks, especially at ideologically slanted conferences.

Fogel said that in his time as a judge, he tended to avoid events that might be perceived as ideological.

"I wouldn't go so far as to say that it's unethical," said Fogel. "But I think it's better — it's a best practice — for judges to avoid programs that have a particular philosophical or ideological viewpoint."

Judge Starrett, of the Southern District of Mississippi, has attended five GMU legal events in the last three years and even brought his German shepherd to one of them.

He rejected the idea that his views could be swayed by a certain speaker's agenda or free perks.

"I've been called a liberal judge. I've been called a conservative judge. I've been called a son of a bitch. That comes with the territory," said Starrett. "I pay close attention to speakers that are politically biased one way or another. I listen to them, and I challenge some of them. I ask pointed questions."

Judge Gutierrez, of the Central District of California, has attended three GMU events in the last three years.

"Certainly, I think people have a slant. But for the most part, I found them to be interesting and educational," he said. He added that a group of federal judges will always tend to ask tough questions and get into spirited debates — whether in court or in a legal seminar.

"We want our judges out in the world learning and teaching. And we want our judges to have friendships. We want our judges to be able to travel," said Jefferson, the legal ethics expert at the University of Houston Law Center. "It's the disclosure that matters."

Nick McMillan and Hilary Fung contributed reporting and visuals, with graphic editing by Alyson Hurt. This story was edited by Barrie Hardymon with research by Barbara Van Woerkom. Photo editing by Emily Bogle.

• financial disclosure
• federal judges
• George Mason University
• Federal Courts
• Aileen Cannon
• Leonard Leo