Miejsce szkolnego podręcznika historii w kształtowaniu relacji sąsiedzkich między narodami

Abstract

In each country, historical narrative in a school textbook is a derivative of current historiography and current state of research. This is also due to the historical policy created by the state authorities. On the one hand, teaching history at school is geared towards students’ cognitive goals, but on the other – to achieve certain benefits. The legislator or the governing body is required to shape certain beliefs and attitudes among the students. One of the goals is the patriotic upbringing of one’s own society. School textbooks refer to universal values accepted by the general public in a given country. Hence, from the school textbooks to the history of teaching is the premise of the uniqueness of the history of the nation and the state. The role of the textbook (authors of textbooks, often hostages of political assumptions) is presented in the paper, not only in imparting historical knowledge, but also in the influence of students’ feelings. The author of the article wants us not to raise youth in hostility towards others. Finding the place and role of one’s own nation should fairly present the rationality of states and neighboring nations. Recognizing uniqueness, you have to respect the difference of others