Historia zamknięta w podręcznikach. O teoretycznych i metodologicznych problemach konstruowania obrazów przeszłości w edukacji szkolnej
Abstrakt
The 1999 reform of the Polish education system created an unprecedented situation in history teaching. Over a 10-year period starting from 1999, more than 250 textbooks for all levels of teaching were introduced into schools, with teachers free to make an autonomous decision as to which textbook to teach from. Textbooks constitute specific instances of historiographical praxis. They are traditional compendia of
knowledge about the past and they constitute interesting research material for those investigating the historical awareness and culture of contemporary Poles. Given the target audience of textbooks and a teleological tendency in presenting historical events which is often espoused by educationists, textbooks evince specific and selected assumptions, both historical, philosophical and methodological.
Groups of every political description have been given — more or less deliberately — an opportunity to locate their own vision of the past. Subsequent governments, whether left- or right-wing, have largely respected this principle, avoiding an
instrumental treatment of education to further their own ends. The right to a world view and a vision of the past has become an inalienable if unwritten civil right. The author of the article has attempted a classification of the available textbooks
into metaphorical categories and ventured their assessment. The categories of textbooks assessed in the article are: “museum textbooks”, which follow traditional models; “archive textbooks”, which attempt to amass substantial factual and
source texts with no authorial commentary; “picture book textbooks”, in which the explanatory burden rests on images; “reliquary textbooks”, which emphasise traditional values, both national and religious; “mystery textbooks”, which hardly
yield to scientific scrutiny; and the most numerous “academia textbooks”, consistent with commonly accepted educational and historiographic trends in the academia. The most recent reform of the curriculum aims to alter this situation.
knowledge about the past and they constitute interesting research material for those investigating the historical awareness and culture of contemporary Poles. Given the target audience of textbooks and a teleological tendency in presenting historical events which is often espoused by educationists, textbooks evince specific and selected assumptions, both historical, philosophical and methodological.
Groups of every political description have been given — more or less deliberately — an opportunity to locate their own vision of the past. Subsequent governments, whether left- or right-wing, have largely respected this principle, avoiding an
instrumental treatment of education to further their own ends. The right to a world view and a vision of the past has become an inalienable if unwritten civil right. The author of the article has attempted a classification of the available textbooks
into metaphorical categories and ventured their assessment. The categories of textbooks assessed in the article are: “museum textbooks”, which follow traditional models; “archive textbooks”, which attempt to amass substantial factual and
source texts with no authorial commentary; “picture book textbooks”, in which the explanatory burden rests on images; “reliquary textbooks”, which emphasise traditional values, both national and religious; “mystery textbooks”, which hardly
yield to scientific scrutiny; and the most numerous “academia textbooks”, consistent with commonly accepted educational and historiographic trends in the academia. The most recent reform of the curriculum aims to alter this situation.
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