The Effect of Recent History Courses that are Taught at Primary Schools in Line With the Consideration of Handing Down the Next Generations in Nation Statism (original) (raw)
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Throughout the 20th century, history has been studied for a variety of purposes. These include the study of history ‘for its own sake’ which consists of developing various academic, especially historical skills; as a means of social control, to introduce children to their heritage, to promote moral virtue, to inculcate civic pride and patriotism, to foster a love of peace and universal understanding. Extensive research reveals that prevailing paradigms of certain periods are reflected in the educational policies and thus, the mission attributed to history education is largely dominated by the conditions of the periods. More specifically, history education was seen as a tool of constructing national identity, therefore utilized for instilling nationalistic and patriotic values during late 19th and early 20th centuries. The basic aim of this study is to show how the process of nation-building has affected nationalist historiography and the perceptions of academics and educators on history education during Single Party Period of Turkish Republic. This research aims to examine how new born Republican ideology was imposed on the new generation through history education during Ataturk Era. How the ideology of the state was reflected in educational field, what kind of a citizen was aimed to be formed by the state and how the history textbooks served to these aims were the main questions to be answered. In line with this main purpose, understanding of history among the ruling elite and how history was utilized as a tool in constructing national identity/citizenship were displayed. In this respect, First and Second Turkish History Congresses were examined as the main meetings where official history was produced and introduced in the name of Turkish History Thesis. Moreover, history textbooks of early Republican period were analyzed as the crucial instruments of transferring nationalistic ideology and constructing the new understanding of history in the new generation.
History is taught in the countries under review and the different school types and age groups in various ways: as a subject in its own right, in combination with another subject such as geography, as part of a larger discipline such as social or civic studies, or within a wider perspective as part of courses with names like " orientation on the world " (Belgium) or " homeland study " (Czech Republic). In three of the countries studied (Austria, Bulgaria and Estonia) history is not taught at all at level ISCED 1, i.e. primary school. In six countries, namely Finland, France, Great Britain, Greece, Italy and Romania, history is taught from Year 1 for one to three periods a week. In the other national school systems, history is taught as part of a subject like social studies or in combined courses like national history and geography. Greece forms an interesting exception: at the primary and secondary level in both general and vocational schools a subject is taught that focuses on pre-modern history, i.e. ancient history, Byzantine and medieval history and mythology. In all school types, however, the entire spectrum from ancient to modern history is covered. In ISCED 2 and ISCED 3 history is a compulsory subject in most countries, with the exception of Great Britain, where compulsory study ends at the start of ISCED 2. In the vast majority of cases history at this level is a subject in its own right, being taught otherwise in combination with civic education or as part of a wider social studies course. In some higher vocational schools history is taught if at all only as part of a general studies course. It is usually taught for two periods a week in general schools, although often for just one period in vocational schools. In Finland three periods of history are offered in some years. The length of a period varies considerably, however, from 40 minutes in Bulgaria to at least 55 minutes in France. In some countries the number of hours per week cannot be precisely determined as it is fixed individually by the schools. The distinctions between related subjects such as geography, social and/or cultural studies, civic education, human rights education, ethics and psychology differ considerably from one country to another. Where clear distinctions are made, resulting in a large number of subjects in the timetable, these subjects are usually taught in most of the levels and school types. The greatest distinctions are made in the Belgian and Dutch school systems where practically all of the above-mentioned subjects are taught, although not always throughout the system from ISCED 1 to ISCED 3. In the vocational schools of some countries – Sweden and Spain, for example – these non-vocational subjects are not taught and in these cases there is a marked and early divergence between general and vocational education. 52 Content and aim of the school curricula