The Moral Assessment of Historical Knowledge: Searching for Truths in Dutch History Textbooks

2021 ◽  
pp. 143-168
Author(s):  
Feike Dietz
Keyword(s):  
History Textbooks ◽  
Historical Knowledge ◽  
Moral Assessment ◽  
Dutch History

DE REDACTEUR EN HET BUITENLAND

2019 ◽  
Vol 3 (1) ◽  
pp. 2-27
Author(s):  
Wouter Egelmeers ◽  
Joris Vandendriessche
Keyword(s):  
Creative Process ◽  
General Circulation ◽  
International Level ◽  
Historical Knowledge ◽  
Historical Texts ◽  
Disciplinary Field ◽  
Dutch History ◽  
The Relationship ◽  
Selection Of

IMPORTING TEXTS FROM ABROAD Editors’ reuse of foreign historical texts in Dutch periodicals, 1780-1860 This article explores the ways in which the editors of five Dutch history journals and three magazines for general circulation copied historical texts from abroad, between 1780 and 1860. By comparing original texts with reprinted versions, we show that the editors’ work involved not only ‘passive’ duplication (reprinting in full), but also more active forms of intervention, from the selection of text fragments to their translation, modification or critical review. These varied editorial practices point to a broader creative process through which historical knowledge was tailored to an emerging and nationally-oriented academic audience. Editors here assumed the role of mediators, gatekeepers even in the sense that their judgment determined the very choice of texts. At a time when the study of history was evolving at both the national and international level, and when the relationship between actors making up the disciplinary field was also in flux, editors thus became influential figures.

National Memory and Where to Find It

2017 ◽  
Author(s):  
James V. Wertsch
Keyword(s):  
Collective Memory ◽  
Special Form ◽  
History Textbooks ◽  
National Identities ◽  
Historical Knowledge ◽  
National Memory ◽  
Starting Point

National memory is a special form of memory in general and of collective memory in particular. Even in an age of globalization, modern states devote massive resources to promulgating official accounts of their past that support national identities, including illusions of destiny, which can be a starting point for conflict. This chapter asks, “What is national memory?” and “Where can we find it?” It may seem natural to pose these questions in this order, but it is argued in this chapter that their sequence should be reversed. Different starting points and methods in studying national memory have been employed with different implicit or explicit ideas of what constitutes national memory. The study of history textbooks yields one picture, surveys of historical knowledge provide another, and the study of commemoration yields a third.

Toward a Global Past? The Presence of World History in Dutch History Textbooks and History Teaching

2016 ◽  
Vol 14 (1) ◽  
pp. 67-80
Author(s):  
Tim Huijgen ◽  
Henri Abbring ◽  
Ronald Bokdam ◽  
Marije Brouwer ◽  
Durk-Rein Lolkema ◽  
...  
Keyword(s):  
World History ◽  
History Textbooks ◽  
History Teaching ◽  
Dutch History

THE AWARNESS OF STUDENTS ABOUT THE HEROES OF THE GREAT PATRIOTIC WAR

2021 ◽  
pp. 31-47
Author(s):  
Svetlana V. Buzina ◽  
◽  
Vasiliy V. Krasil’shchikov ◽  
Keyword(s):  
Life History ◽  
History Textbooks ◽  
Russian History ◽  
Historical Knowledge ◽  
Methodological Basis ◽  
Vladimir Region ◽  
Great Patriotic War

The work is devoted to the study of the awareness of students about the heroes of the Great Patriotic War. The recognizability of the names of heroes has been studied in the works of sociologists. It turned out to be very low. The answer to the question is especially relevant: can today's youth remember the description of the heroic deeds of the heroes of the Great Patriotic War? The methodological basis of the study was a survey. The collection of information was carried out from February to March 2021. A questionnaire developed by the authors was used. The study involved 302 students from 4 Vladimir universities. Their age is from 17 to 25 years old. Among them there are 95 boys and 207 girls. The average age of the subjects was 19.81 years. As a result of the study, the main sources of historical knowledge of students were identified, a rating of the films they watched about the Great Patriotic War was compiled. The upper estimates for the share of Vladimir students who know about the exploits of heroes known from Russian history textbooks were established — no more than 16.9%, and the share of Vladimir students who know about the exploits of heroes whose life history is associated with the Vladimir region were established — no more than 1.0 %. An estimate of the proportion of students who know about the combat path of their relatives — participants in the Great Patriotic War was obtained — 21.5%. The share of students who know nothing about such relatives is 53.3%. Of these, 29.1% believe that they have no such relatives. Measures to raise awareness of students about the heroes and participants of the Great Patriotic War were proposed by the authors.

scholarly journals Artystyczna „archeologia” pamięci na przykładzie Nazistów i Prawdziwych nazistów Piotra Uklańskiego

1970 ◽  
Vol 24 ◽  
pp. 125-136
Author(s):  
Izabela Kowalczyk
Keyword(s):  
Popular Culture ◽  
Cultural Memory ◽  
Visual Memory ◽  
History Textbooks ◽  
Recent Past ◽  
Historical Knowledge ◽  
The Past ◽  
Feature Films ◽  
Contemporary Artists

Contemporary artists referring to history often ask questions about what and how is memorised. How tragic events from the recent past are reflected in our cultural archive of memory. Artists are interested in visual memory, which includes, among others, documentary photographs, pictures from history textbooks, historical feature films. However, there is not only historical knowledge but also the popular culture that shapes our ideas about the past. That is why in these imaginations the truth mixes with fiction, and the suggestive images known from movies overlap our knowledge. Thus, the artistic “archeology” takes place in the area of our broadly understood cultural memory. The above problem is discussed in the example of two works by Piotr Uklański: Nazis (1999) and Real Nazis (2017). I reflect on results from the comparison of these works – the first using fictional images of Nazis from feature films and the second one showing portraits of real Nazis.

scholarly journals Difficulties and prospects of teaching world history in Chinese universities

2021 ◽  
Vol 3 (120) ◽  
pp. 46-54
Author(s):  
Zhang Zonghua ◽  
◽  
Jiang Yanhong ◽  
Keyword(s):  
World History ◽  
History Textbooks ◽  
Field Of View ◽  
Historical Knowledge ◽  
Value Judgment ◽  
Teaching History ◽  
Tourism Management ◽  
Important Position ◽  
History Classes ◽  
Great Danger

It is noted that history textbooks are the main means of obtaining holistic, systematic and accurate historical knowledge for students, and the Internet provides a good platform for making holistic and genuine history textbooks. It is emphasized that the state practically does not interfere in the dissemination of natural science knowledge, including production of textbooks on natural sciences, but the preparation of textbooks on the humanities and especially on history is always in the field of view of the leadership of any country. It is noted that after the beginning of reforms and openness in China, the transformation of history textbooks is slow. Despite the departure from the Marxist-Leninist framework in interpretation of history, the replacement of the class paradigm with the civilizational one, the recognition of democratic values, history textbooks are limited to the old structure. History classes are an important position for transfering historical knowledge. The problems of teaching history at school and university levels are noted. The historical and philosophical faculties of famous faculties have difficulties in recruiting students, the historical faculties are transformed into faculties for the training of specialists in tourism management. Technical fetishism, followed by the younger generation, is considered as a great danger to the future, as danger of turning a person into a «well-trained dog» that has nothing to do with a harmoniously developed person. It is emphasized that teaching of history should not be formal, it is necessary to teach history students not for the sake of being useful in a future profession. The goal of teaching history should be, firstly, the transfer of historical knowledge, and secondly, the development of independent and critical thinking, as well as value judgment in a person.

Educating Palestine

2020 ◽  
Author(s):  
Yoni Furas
Keyword(s):  
History Textbooks ◽  
Historical Knowledge ◽  
Politics Of Identity ◽  
Reciprocal Relations ◽  
Historical Discourse ◽  
Written Text ◽  
New Politics ◽  
The Past ◽  
Teachers And Students ◽  
Archival Work

Educating Palestine tells the story of an emergent educational and historical discourse in Mandate Palestine as a space of negotiation between colonial administrators, pedagogues, teachers and students, one of essential importance to the formation of the Palestinian and Zionist (imagined) national self-portrait. It traces and delineates a genealogy of Palestinian pedagogic and historical knowledge through a combination of oral history, students’ journals and extensive archival work in the Zionist, Israeli State and Hagana archives. It intimately portrays its protagonists, teachers and students, emphasizing the encounter between them and the written text and the encounter between them and the national Other.Through an analysis of history textbooks, history syllabi and the history lesson, Educating Palestine investigates the way in which the old-new politics of identity in turbulent Palestine wrote itself into the past and literally change history. The incorporation of Arabic and Hebrew sources and a juxtaposition of the two education systems allows to highlight the reciprocal relations between the two. The book explores the continuous scrutiny and imagination of the national Other of both Hebrew and Palestinian pedagogues and its role in the crystallization of their national pedagogy. It argues that the evolution of education in Palestine stems from this interdependency.

scholarly journals Racialized narratives in Dutch history textbooks: a critical race examination

2019 ◽  
pp. 131
Author(s):  
Maria Luce Sijpenhof
Keyword(s):  
History Textbooks ◽  
Critical Race ◽  
Dutch History

El presente artículo es un análisis cualitativo de las narrativas racializadas en los libros de texto holandeses (1968-2017), ilustrado por ocho representaciones de personas negras seleccionadas de una muestra de 200 libros de texto holandeses de educación secundaria. Puesto que las imágenes son indicadores de racialización, la autora se centra en las narrativas visuales. El artículo concluye que la racialización se despliega a través de dos tipos de estructuras narrativas: a) la racialización a través de la alteridad usando identidades estereotípicas unilaterales y jerarquía racial y b) la racialización a través de la semejanza mantenida a través de marcos ciegos al color, narrativas racializadas y minimización de la referencia a las razas. El artículo además reflexiona sobre el uso de la teoría crítica de la raza (CRT) como marco y el uso de la metodología crítica de la raza (CRM) en combinación con métodos discursivos para el análisis visual y de los libros de texto. Insertando narrativas contrarias, este artículo ilustra que el campo de la historia de la educación, especialmente en Europa, puede hacer un uso mayor de los marcos críticos (de la raza) y de las herramientas de investigación que no disocian los sucesos históricos de las injusticias contemporáneas y persistentes.

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