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An inclusive History syllabus should build national identity and mould a universal man. Teaching students their country’s cultural and social heritage instils a sense of pride in them. Knowledge of what shaped neighbouring lands and those further afield broadens young minds, so when they eventually step out into the world, they can hold their own. 
To achieve this balance, our History syllabus needs to be mapped in concentric circles, starting with Malaysia at the centre, says Datuk V Nadarajan. Subsequent chapters can branch out to Southeast Asia and Asia, then the rest of the world. 
Sadly, textbooks today are missing this rounded focus, laments the former History teacher and the author of Bujang Valley: The Wonder that was Ancient Kedah. He thinks the syllabus is skewed towards selected chapters on Malaysia’s past, leaving out swathes of documented information on aspects important in the nation’s early years. 
“Historians cannot bla ....

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