Bias in Historical Writing

Bias is an inclination or outlook to present or hold a partial perspective, often accompanied by a refusal to consider the possible merits of alternative points of view. Regardless of whether conscious or learned implicitly within cultural contexts, biases have been part of historical investigation since the ancient beginnings of the discipline. As such, history provides an excellent example of how biases change, evolve, and even disappear.

History as a modern academic discipline based on empirical methods (in this case, studying primary sources in order to reconstruct the past based on available evidence), rose to prominence during the Age of Enlightenment. Voltaire, a French author and thinker, is credited to have developed a fresh outlook on history that broke from the tradition of narrating diplomatic and military events and emphasized customs, social history (the history of ordinary people) and achievements in the arts and sciences. His Essay on Customs traced the progress of world civilization in a universal context, thereby rejecting both nationalism and the traditional Christian frame of reference. Voltaire was also the first scholar to make a serious attempt to write the history of the world, eliminating theological frameworks and emphasizing economics, culture, and political history. He was the first to emphasize the debt of medieval culture to Middle Eastern civilization. Although he repeatedly warned against political bias on the part of the historian, he did not miss many opportunities to expose the intolerance and frauds of the Catholic Church over the ages—
a topic that was Voltaire’s life-long intellectual interest.

Voltaire’s early attempts to make history an empirical, objective discipline did not find many followers. Throughout the 18th and 19th centuries, European historians only strengthened their biases. As Europe gradually benefited from the ongoing scientific progress and dominated the world in the self-imposed mission to colonize nearly all other continents, Eurocentrism prevailed in history. The practice of viewing and presenting the world from a European or generally Western perspective, with an implied belief in the pre-eminence of Western culture, dominated among European historians who contrasted the progressively mechanized character of European culture with traditional hunting, farming and herding societies in many of the areas of the world being newly conquered and colonized. These included  the Americas, Asia, Africa and, later, the Pacific and Australasia. Many European writers of this time construed the history of Europe as paradigmatic for the rest of the world. Other cultures were identified as having reached a stage that Europe itself had already passed: primitive hunter-gatherer, farming, early civilization, feudalism and modern liberal-capitalism. Only Europe was considered to have achieved the last stage. With this assumption, Europeans were also presented as racially superior, and European history as a discipline became essentially the history of the dominance of white peoples.

However, even within the Eurocentric perspective, not all Europeans were equal; Western historians largely ignored aspects of history, such as class, gender, or ethnicity. Until relatively recently (particularly the rapid development of social history in the 1960s and 1970s), mainstream Western historical narratives focused on political and military history, while cultural or social history was written mostly from the perspective of the elites. Consequently, what was in fact an experience of a selected few (usually white males of upper classes, with some occasional mentions of their female counterparts), was typically presented as the illustrative experience of the entire society. In the United States, some of the first to break this approach were African American scholars who at the turn of the 20th century wrote histories of black Americans and called for their inclusion in the mainstream historical narrative.

Bias in the Teaching of History

The biased approach to historical writing is present in the teaching of history as well.
From the origins of national mass schooling systems in the 19th century, the teaching of history to promote national sentiment has been a high priority. Until today, in most countries history textbook are tools to foster nationalism and patriotism and promote the most favorable version of national history. In the United States, one of the most striking examples of this approach is the continuous narrative of the United States as a state established on the principles of personal liberty and democracy. Although aspects of U.S. history, such as slavery, genocide of American Indians, or disfranchisement of the large segments of the society for decades after the onset of the American statehood, are now taught in most (yet not all) American schools, they are presented as marginal in the larger narrative of liberty and democracy.

In many countries, history textbooks are sponsored by the national government and are written to put the national heritage in the most favorable light, although academic historians have often fought against the politicization of the textbooks, sometimes with success. Interestingly, the 21st-century Germany attempts to be an example of how to remove nationalistic narratives from history education. As the 20th-century history of Germany is filled with events and processes that are rarely a cause of national pride, the history curriculum in Germany (controlled by the 16 German states) is characterized by a transnational perspective that emphasizes the all-European heritage, minimizes the idea of national pride, and fosters the notion of civil society centered on democracy, human rights, and peace. Yet, even in the rather unusual German case, Eurocentrism continues to dominate.

The challenge to replace national, or even nationalist, perspectives with a more inclusive transnational or global view of human history is also still very present in college-level history curricula. In the United States after World War I, a strong movement emerged at the university level to teach courses in Western Civilization with the aim to give students a common heritage with Europe. After 1980, attention increasingly moved toward teaching world history or requiring students to take courses in non-western cultures. Yet, world history courses still struggle to move beyond the Eurocentric perspective, focusing heavily on the history of Europe and its links to the United States.

Despite all the progress and much more focus on the groups that have been traditionally excluded from mainstream historical narratives (people of color, women, the working class, the poor, the disabled, LGBTQI-identified people, etc.), bias remains a component of historical investigation, whether it is a product of nationalism, author’s political views, or an agenda-driven interpretation of sources. It is only appropriate to state that the present world history book, while written in accordance with the most recent scholarly and educational practices, has been written and edited by authors trained in American universities and published in the United States. As such, it is also not free from both national (U.S.) and individual (authors’) biases.

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