Trying to understand What is History by British historian Edward Hallett Carr, a compulsory text assigned in my first history lesson for the International Baccalaureate (IB) Diploma programme, was like struggling with an alien language.
For a Form Six student who had previously relied on standard textbooks and notes neatly typed up by teachers to prepare for HKCEE, the book - which argues that history is not free from historians' interpretations and biases and captures the essence of how history is taught in the IB - is a real eye opener.
Under the IB we had to study the works of historians and assess the value of their arguments and the reliability of their sources. One of three examination papers in IB history tests students' ability to gauge the credibility of pieces of information on a topic derived from sources such as newspapers, biographies and cartoons, and evaluate the impact of these sources on the interpretation of the topic.
The diploma involves three subjects at higher level and three at standard, plus Theory of Knowledge and researching an extended essay of 4,000 words. I studied Chinese, English and history at higher level and biology, mathematics and Chinese studies at standard. For my extended essay I tackled the 1989 Tiananmen protests and their causes - a subject that was not on any history course in local schools.
The switch from memorising and regurgitating material from textbooks to critically analysing arguments and sources of information was bittersweet. Frustrations were frequent in the beginning when I realised I was making generalisations about historical events but had yet to develop the ability to probe deeper issues. Gradually, I gained more faith in myself. I have since etched in my mind this message: be critical and question.
History in the IB programme not only offered me an exhilarating intellectual experience but cultivated an instinct to query the spoon-fed information I'd previously received and question my ingrained beliefs and assumptions. This, I believe, is an asset that enables free-spirited individuals to decide for themselves what is important and what not in their lives and the future they want to pursue.
Other subjects, such as English and Chinese languages, provided me with a wider perspective rather than a narrow focus on their teaching materials.