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Teaching history is an intricate and gratifying endeavor, offering students a vision into the past to comprehend the present and frame the future. The preeminent role of history as a subject in university education resides in the fact that it provides a foundation for understanding the development of societies, cultures, and civilizations over time. It also incites students to grasp the complexities of past events, movements, and decisions that have shaped the present world. The contact between students and past civilizations prompts the foundation of bridges that connect peoples’ histories, reconcile the past with the present and anticipate possible future conflicts. This process would eventually lead to an elevated state of humanity and better understanding of the world. Teaching history involves a collection of approaches and strategies from traditional chronological narratives to modern and innovative methods. In order to profit fully from the potentials of this subject, we can teach it applying Paulo Freire’s ‘Critical Theory’. His groundbreaking theory affords an opportunity to use education as a tool for liberation, critical consciousness, and social transformation. Given the functions of this theory, if it applied to teaching history, this course can be used as a tool for freeing the oppressed and achieving social justice. Teachers would rely on world events, wars, economic and political crises, ancient and contemporary societies in order to foster students’ critical thinking and lead them to be active citizens in their society. Thanks to the course’s topics and objectives, it can efficiently achieve the aspirations of critical theory. Henceforth, history teachers are highly advised to adopt Freire’s theory in their courses in order to maximize and enhance the quality of their teaching and best serve the intentions of the course which align with those of ‘the critical theory’
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