Transforming the content of school history education: activities of prominent ukrainians and humanisation of the history of the past
Abstract
The article analyses the educational and managerial processes aimed at implementing the New Ukrainian School Concept, which identified key issues of modernising the content and developing quality education through competent subjects in the State Standard of Basic Secondary Education, curricula and history textbooks. Relevant in these processes are the issues of the content of historical knowledge of students, which should be formed on the basis of modern scientific research and objective historical examples and processes, facts, events, information and activities of significant historical figures of Ukrainian history. It is these research and educational constructs that will contribute to the development of critical thinking and research skills in a modern personality through group and individual research work, the introduction of the latest educational projects and activities, and developing didactic technologies. Such forms of educational work will increase individual understanding of historical processes, develop a constant interest of young people in the study of national and world history, form an active citizen of Ukraine, a patriot of the Ukrainian state, and an active participant in democratic processes in the country. The authors of the study set out to examine the individual contours of the content of historical education, which are included in the curriculum and model curricula that form a new decolonising framework for presenting the history of Ukraine through historical milestones. We used various methods of scientific research of educational processes in the content of studying history and historical processes
of human development and activity in the Ukrainian lands. The following research methods contributed to this: analysis, synthesis, comparison, forecasting, critical reflection and modelling.
Based on the results of our research, we have come to the following general conclusions: at the present stage of development of historical science and historical education, there is a deep need to rethink and get rid of colonial concepts and assessments of past history and its figures that are still in the content of Ukrainian history. This urgent social need has arisen because of Russian aggression and their ideology of the ‘Russian world’, which manifests itself in the encroachment on our past historical memory and the heritage of Ukrainian culture. In addition, there is a need to reconsider the content of the historical field of knowledge and to change the conceptual foundations of teaching and research of the history of Ukraine in the context of global processes.
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