teachers using questionable methods may hinder students from learning history.
I believe that what I have distilled from the chapters of this section, and the complementary information I have added, is sufficient to illustrate the importance of the task we are facing. Changes in the curriculum should be afforded, programs of teacher training should be designed, and instructional means and resources should be mobilized to meet all these needs. But it is not only a matter of institutional change. Researchers and teachers can do something by themselves, as they would find the effort worthwhile and the potential results very rewarding. The chapters of this section are good examples of the fact that it is possible to clarify our educational goals and to improve the quality of our methods in teaching history. What is at stake is the students' learning of a subject that can be really considered as formative. A subject that helps them to make sense of their past and that, in doing so, provides a multiperspectivistic view to understand the present.
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