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Polityczna i militarna batalia o przyłączenie Wielkopolski do Polski po I wojnie światowej na kartach podręczników do nauczania historii. Casus polskich opracowań dla szkół ponadgimnazjalnych i ponadpodstawowych z przełomu XX i XXI wieku

100%
Białokur M.
Przegląd Zachodni
|
2020
|
issue 3 (376)
69-84
EN
In the opinion of the vast majority of historians, school history education is extremely important. They emphasize that it plays a key role not only from the point of view of shaping the knowledge of young people about the past, but also in defining the historical awareness of the whole society, because often what students learn at school determines their lifelong knowledge of many historical issues. Unfortunately, the awareness of these obvious statements does not go hand in hand with respect for the achievements of history didactics. As a scientific discipline, history didactics undertakes as one of its most important research areas the analysis of school history textbooks which are still the basic sources of students' knowledge about the past, besides the history teacher and the Internet. Bearing the above conclusions in mind, the author of the article decided to analyze approximately a dozen of the most popular history textbooks for secondary and upper secondary schools, which Polish youth used at the turn of the 20th and 21st centuries, with a focus on how they present the political and military battle to incorporate Greater Poland into Poland in 1918- 1919. The article uses mainly the philological and comparative methods. By isolating the main themes of the Greater Poland Uprising and selected themes of the Paris Peace Conference from the textbooks, it was shown that these issues received in the analyzed textbooks attention adequate to their importance and occupied as much space as required by the curriculum frameworks for history teaching in the 1990s and the core curricula in operation since the beginning of the present century. This is due to the fact that practically all the analyzed textbooks contain, along with a short commentary and sometimes also a didactic review, the basic facts about the circumstances of the outbreak, course and significance of the Greater Poland Uprising. The analysis clearly shows that the history textbooks used by young people in the 1990s were definitely more accurate, but were also characterized by a more interesting narrative. Unfortunately, in the case of all the analyzed textbooks, their didactic structure was a relatively weak point.
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Patryk Tomaszewski, Uniwersytet Stefana Batorego w Wilnie w latach 1919–1939. Studium z dziejów organizacji i postaw ideowych studentów, Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, Toruń 2018, ss. 615

100%
Białokur M.
UR Journal of Humanities and Social Sciences
|
2020
|
issue 1(14)
171-177
3
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Why do we reject the wisdom from the past? Reflections on the practical dimension of values in historical education

63%
Skotnicka-Palka M., Białokur M.
UR Journal of Humanities and Social Sciences
|
2020
|
issue 2(15)
5-24
EN
In times of rapid changes and large amounts of information, a lot of people, especially the young, attach no importance to the past. This is despite the fact that historical education develops intellectually and spiritually, building the identity of the individual and the nation and helps to understand problems of the present. Historical education is the totality of the various elements of education and knowledge which is connected with the transfer of achievements of our ancestors and the evolution of attitudes. In historical education these values occupy an important place. History allows us to understand the behaviour of other people, their emotions and needs. It is very important in history to respect norms and principles of tolerance and democracy. The values of historical education build the authority of and respect for rulers, reinforce a sense of connectedness with one’s homeland, the place of birth and residence. Historical education teaches young people values such as responsibility for their actions, it mobilizes them to work for their environment and creates the need for role models and figures of authority figures. We should remember that the education of young people in history classes helps them function in the modern times and surrounding reality. A history teacher should implement the students to participate in the modern world by showing and shaping the educational values of well thought-out and accurately matched examples from the past to the age of the students. These issues, based on the statements of valued researchers, are addressed in the presented article.
PL
W czasach szybkich zmian i dużej ilości informacji wiele osób, zwłaszcza młodych, nie przywiązuje większej wagi do przeszłości. Dzieje się tak pomimo, że edukacja historyczna rozwija intelektualnie i duchowo, budując tożsamość jednostki i narodu oraz pomagając zrozumieć problemy teraźniejszości. Edukacja historyczna to zbiór wielu czynników, które generalnie wiążą się z wykorzystywaniem osiągnięć naszych przodków oraz ewolucją ich postaw. W edukacji historycznej wartości te zajmują ważne miejsce. Historia pozwala nam zrozumieć zachowanie innych ludzi, ich emocje i potrzeby. W historii bardzo ważne jest przestrzeganie norm i zasad tolerancji oraz demokracji. Wartości edukacji historycznej budują autorytet i szacunek, wzmacniają poczucie więzi z ojczyzną, miejscem urodzenia czy zamieszkania. Edukacja historyczna uczy młodych ludzi wartości, takich jak odpowiedzialność za ich działania, mobilizuje do pracy na rzecz środowiska i stwarza potrzebę wzorcowych postaci i autorytetów. Edukacja młodych ludzi na lekcjach historii pomaga im funkcjonować w czasach współczesnych w otaczającej ich rzeczywistości, dlatego też nauczyciele historii powinni wdrażać uczniów do uczestnictwa we współczesnym świecie, pokazując i kształtując wartości edukacyjne. Należy jednak pamiętać, aby przykłady z przeszłości dopasowywać do wieku uczniów. Zagadnienia te porusza niniejszy artykuł, prezentując wypowiedzi cenionych badaczy.
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