Since the publication of my book Future-Focused History Teaching in 2018, it has become apparent that some historians will remain uncomfortable with the idea that general principles can be derived from the subject matter of history. Perhaps these people might find it easier to support the sensible concept of future-oriented history instruction if the term recurring dynamics of history were substituted for the term general principles of history.
Recurring dynamics in history are equivalent to the general principles that define other academic subjects and virtually all productive fields of human endeavor, and no one can reasonably doubt their existence. We need only look to major events of our time—the problem-plagued U.S. invasions of Iraq and Afghanistan, the Great Recession of 2008, or the COVID pandemic of 2020—to recognize contemporary instances of often-repeated dynamics of the past.
Such dynamics may seem obvious to those well-versed in the subject of history, but they may go unrecognized by the general public and by the nation’s leaders unless pointed out, which can leave our society surprised and unprepared when these dynamics recur again. Pointing them out should be a primary function of history education. What historical knowledge could be more important?