Why must teaching and learning in history be creative?
There is no history of mankind. There is only an indefinite number of histories of all kinds of aspects of human life.
Karl Popper (1945)
In this chapter we shall begin by considering what is understood by the concept of creativity. Then we shall examine the processes of historical enquiry, how they involve all the aspects of creativity which have been identified and why it is essential for young children to engage with historical enquiry at an appropriate level.