Gorący polityczny grudzień 1922 roku we współczesnej edukacji historycznej. Casus szkolnych podręczników do nauczania historii
DOI:
https://doi.org/10.12775/KLIO.2012.023Abstrakt
The murder of the first President of the Second Republic of Poland Gabriel Narutowicz on 16th December 1922 by Eligiusz Niewiadomski was one of the most dramatic events of the interwar period of Polish history. The event of this magnitude naturally took an important place in historical education. This statement refers both to the historical narrative presented in Polish school before 1939, in Poland ruled by the communist camp, i.e. between 1945 and 1989, and in free Poland after the Autumn of Nations in 1989. This article presents a synthetic analysis of the events of December 1922 in the historical school education. This means that primary sources of materials used in developing all kinds of publications have been prepared for teaching and learning history in Polish schools. In this group school history textbooks occupy a unique position. The analysis of textbooks shows that the turbulent events of December 1922 over the past ninety years has been presented not only as a part of wider historical knowledge. During his reign Marshal Pilsudski and his camp first used Narutowicz’s death stressing that he was the victim of persecution of the National Democracy. Similarly, the situation was presented in terms of narrative textbooks from 1945 to 1989. During communist rule, the events of December 1922 were also used to criticize the generally political situation of the Second Republic of Poland. More balanced assessment of the situation, which does not justify the crime committed on the president, appeared after 1989. The analysis of the events of December 1922 used in historical education, cannot clearly state how much breakthrough character they had. Th is conclusion also applies to assess the proverbial pass of the exam by the Polish state and its society in the time of undeniable crisis that took place in December 1922. It also be emphasized that the facts presented to students about the title event for the last ninety years, in very different periods of Polish history were constantly reinforced by the media message. Depending on the sympathies and intentions of its authors the media message strengthens or refutes the image formed in the course of historical school education.
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