Region historyczny w historiografii, dydaktyce historii i edukacji szkolnej. Przegląd stanowisk i propozycji delimitacji
DOI:
https://doi.org/10.12775/KLIO.2011.002Abstrakt
Historical regions in historiography, history didacticsand school-level education. Outline of positionsand delimitation proposals
Summary
The first discussions on the definition of a historical region date back to the beginningof the interwar period. It was when the regional movement and the scientificcircles noticed the need to additionally specify the basic category, so far usedfor regional research and across various forms of popularization of regional history. Some circles, at certain times, would understand the interest in historical regionsdifferently. Regionalists engaged in organizational activities and would pay less attentionto the issue of precise definition of borders and criteria for distinguishingregions. For historians researching regional history, the question of what historicalregions were was of primary importance, as was consequently the adoption oftolerably unambiguous rules for delimitation of such regions. A similar situationcould be observed across education circles – a teacher simply had to know what areaswere actually historical regions and what criteria had to be used to distinguishthem. Unfortunately, historians could not agree on the criteria for delimitation ofhistorical regions and there were numerous competing proposals for historical regionalization. This led to a degree of freedom in regional research and had impacton regional education. The fundamental point of reference for educational activitiesacross schools consisted mainly of ministerial guidelines and curricula that containedmore or less specific proposals of understanding the idea of a historical regionfor schooling purposes.
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