Theory of Knowledge - Course Companion for Students Marija Uzunova Dang Arvin Singh Uzunov Dang
It is desirable that in every country a committee composed of members of the teaching profession, including3.teachers, should be set up by the National Committee on Intellectual Co-Operation… .” (League ofhistory(a) Whos prsptivs influn what1.fats ar taught in shools?historialth rol of th govrnmnts,Considrhistory tahrs’ unions,nationaltahrs’ assoiations,intrnationalivi organizations,domstinon-govrnmntaltransnationaland othrs.organizations(b) How should this influn hkd2. What ar th impliations whn:xprts from anothr stat ar allowd(a)influn how history is taught in atotim, th sop of ths projts hasOvrfrom ilatral to rgional and gloalshiftdwith th rsult that thir produt isfforts,aout national “ompromis narrativs”lssallow for alignd ut sparat historis,whihmor aout a “ommon” shard history.andprsptivs ar gaind or lost in a shardWhattxtook vrsus a national historyhistoryWhr do your history txtooks fittxtook?shm?inthisdid th moral imprativs and standardsHowths projts aris? Or, as Simon Lässigfor“Who initiatd, inspird and arrid outasks,projts? … what is th natur of th tnsionthintervention and empowerment with rgardtwnhistory duation rform …?” (Korostlina,to2013). Lässig uss th word “mpowrmnt”Lässigto dsri loal ownrship of th outoms ofhrprojts, of th popl whos history is ingthsin thos projts. Th alan twnrwrittnxprts from anothr stat ar not(b)to influn how history isallowdand th stat has a monopoly ontaughtgts taught in th national historywhat(a) In trms of th history urriulum,3.what irumstans shouldundrhistorian and history tahrs'th limitd?autonomyDos th tahing of history rquir(b)or diffrnt ontrols to thadditionalmpowrmnt and xtrnal intrvntionloalinfluns whthr th projt will ultimatlywould suss look lik? If th mtri isWhatit rsults in a txtook that is offiiallywhthrand shard y two or mor ountris,santiondw hav rlativly fw suss storis, andthnoms mor ompliatd whnThisprojts ar initiatd, fundd orrvisionisty third partis, suh as othrsupportdstakholdrs and NGOs. Forintrnationalth Southast Europan Jointxampl,Projt produd a st of “altrnativHistorymatrials”, and on projt induationalEast Asia rsultd in txtooks thatNorthnot offiially santiond ut wr usd towrnational txtooks in China, SouthomplmntII. PerspectivesII. PerspectivesNations 1937)Disuss th following qustions.urriulum?and ontrolld?tahing of othr sujts?givn national duation systm“sussful”.Histoir-Gshiht is among thm.Kora and Japan.259
II. Perspectivesor indpndnt shools oftn hav thPrivatto hoos to us txtooks othr thanfrdomWhat ar th advantags and1.of this?disadvantagsHav you nountrd diffrnt aounts2.“your” history?ofHav you xprind or osrvd a3.twn th historial narrativslashto your parnts or grandparnts’knownvrsus th aounts taughtgnrationsyou today in national or intrnationaltoduation systms? How havEnglishrspondd? Shar and ompar youryouin your lass.answrsChapter 7 we encounter Thomas Nagel’sInof objectivity as “the view fromdescriptionTo what extent is this the goal ofnowhere”.education systems in general, and ofinternationalhistory textbooks in particular? To what extenttheirthis goal possible and desirable?ishas your acquisition of knowledge, in historyHowother AOKs, been shaped by the compromisesandhave been made to make knowledge objectivethatneutral? orof th ontxtual fators to onsidrSomwhthr ths projts ar ondutd inaror ongoing onflit thatrs, andpost-onflitthy spill ovr national oundaris.whthran important fator is whthrAdditionally,mrg within post-olonial or prsnt-daythyolonial stats, suh as India and Canadasttlrrsptivly.used to think that the profession of history, unlikeIof, say, nuclear physics, could at least do nothatrvision projts rquir thos involvdTxtookagr not mrly on th fats of dats andtoof vnts, ut on th auss, signifianplasimpat of vnts, and how ths vntsandxampls rval a politial dimnsionThsonsnsus and disagrmnt in history.toprojts ar asd on th ida of tahingManythrough multipl prsptivs, withhistoryojtiv ing to giv spa to diffrntthinluding onfliting viws. Thisvois,gaind popularity in Wstrn andapproahEurop in th 1970s, and movd thNorthrnof historial knowldg from th ontntfoustxtooks—th “fats”—to th aility toofsours and prsptivs.valuatmultiplis this approah to history appropriat on aButxtnt to whih “th us of multiplThand ontrovrsy" is univrsallyprsptivsis an opn qustion. Lässig dsris thisusfulas nssarily a Wstrn onption ofapproahthere situations in which dierent sourceAreand historiographical interpretationsstatementsplace too high demands on pupils andsimplyin which both rather require a ‘usable past’teachers,9For reflectionCommon textbooks andNow I know it can. . . . We have a responsibilityharm.historical facts in general, and for criticizing thetopolitico-ideological abuse of history in particular.(Hobsbawm 1993)“compromise narratives”th approvd stat duational matrials.onstrut th national narrativ.gloal sal?Making connectionsHistory, objectivity and the knowerhistorial instrution, and asks th following.with a master narrative that provides direction …?(Lässig in Korostelina, Lässig 2013)260
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II. Perspectives
or indpndnt shools oftn hav th
Privat
to hoos to us txtooks othr than
frdom
What ar th advantags and
1.
of this?
disadvantags
Hav you nountrd diffrnt aounts
2.
“your” history?
of
Hav you xprind or osrvd a
3.
twn th historial narrativs
lash
to your parnts or grandparnts’
known
vrsus th aounts taught
gnrations
you today in national or intrnational
to
duation systms? How hav
English
rspondd? Shar and ompar your
you
in your lass.
answrs
Chapter 7 we encounter Thomas Nagel’s
In
of objectivity as “the view from
description
To what extent is this the goal of
nowhere”.
education systems in general, and of
international
history textbooks in particular? To what extent
their
this goal possible and desirable?
is
has your acquisition of knowledge, in history
How
other AOKs, been shaped by the compromises
and
have been made to make knowledge objective
that
neutral? or
of th ontxtual fators to onsidr
Som
whthr ths projts ar ondutd in
ar
or ongoing onflit thatrs, and
post-onflit
thy spill ovr national oundaris.
whthr
an important fator is whthr
Additionally,
mrg within post-olonial or prsnt-day
thy
olonial stats, suh as India and Canada
sttlr
rsptivly.
used to think that the profession of history, unlike
I
of, say, nuclear physics, could at least do no
that
rvision projts rquir thos involvd
Txtook
agr not mrly on th fats of dats and
to
of vnts, ut on th auss, signifian
plas
impat of vnts, and how ths vnts
and
xampls rval a politial dimnsion
Ths
onsnsus and disagrmnt in history.
to
projts ar asd on th ida of tahing
Many
through multipl prsptivs, with
history
ojtiv ing to giv spa to diffrnt
th
inluding onfliting viws. This
vois,
gaind popularity in Wstrn and
approah
Europ in th 1970s, and movd th
Northrn
of historial knowldg from th ontnt
fous
txtooks—th “fats”—to th aility to
of
sours and prsptivs.
valuatmultipl
is this approah to history appropriat on a
But
xtnt to whih “th us of multipl
Th
and ontrovrsy" is univrsally
prsptivs
is an opn qustion. Lässig dsris this
usful
as nssarily a Wstrn onption of
approah
there situations in which dierent source
Are
and historiographical interpretations
statements
place too high demands on pupils and
simply
in which both rather require a ‘usable past’
teachers,
9
For reflection
Common textbooks and
Now I know it can. . . . We have a responsibility
harm.
historical facts in general, and for criticizing the
to
politico-ideological abuse of history in particular.
(Hobsbawm 1993)
“compromise narratives”
th approvd stat duational matrials.
onstrut th national narrativ.
gloal sal?
Making connections
History, objectivity and the knower
historial instrution, and asks th following.
with a master narrative that provides direction …?
(Lässig in Korostelina, Lässig 2013)
260