ABSTRACT
This chapter suggests ways in which history teachers might help to develop pupils' understanding of the importance of respect for truth and evidence as a moral and ethical issue, rather than simply an intellectual one. In arguing for the inclusion of history of education as a component in initial teacher education courses, Aldrich suggests that all those involved in education should have some training in a discipline 'which has at its core, respect for evidence and truth'. An important aim of school history should be that as pupils move up through their secondary education, they should develop a more sophisticated understanding of the difference between good and bad history. In recent years, attention to pupil progression in history has focused, understandably, on the development of pupils' intellectual abilities. The discipline of history has an ethical dimension, and the teaching of history in schools should to at least some small degree reflect this.
