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עמוד:*64
* 64 In many cases, the historical canon adopted a binary "conflict model" by dividing humankind between "We" and "Others" . Internally, this model emphasized the collective unified identity of the in - group and left almost no legitimate place for other or different perspectives . Externally, it utilized the "other" as an instrument of further internal consolidation by highlighting the inherent conflict with its very existence, thus mobilizing the nation's identity to potential struggle against any outside rival or enemy . Real conflicts between nations nurtured this "conflict model" of history education . Moreover, in many cases the "conflict model" of history education accentuated and fueled the real animosity with inspirational legitimacy and revered endurance . In modern times, it enabled nations to engage in mass violence against each other and to mobilizing their youngsters into the battlefields of Colonialism, two World Wars, and many internal and external wars within the framework of a global and the ongoing struggles of the Cold War . 4 Around the late 1960 s, reality started to change : decolonization, the aftermath of the Second World War and the Holocaust, and the graduate decline of the Cold War atmosphere ending with the break of the Eastern block and the Soviet Union in the 1980 s and 1990 s, challenged the very legitimacy of the "conflict model" . In many states, especially those who moved toward democratization, post - conflict became a certain reality : lasting peace in general improved life of given societies, democracy reduced violence and suffering, economic growth advanced general standard of living . In various countries, the democratic governments and state officials, as well as hegemonic NGOs, started to advocate reconciliation, peace building and cooperation between nations - states and among the diverse and plural groups within a given country . All these developments initiated gradual transformation in the field of history education, which started to introduce reconciliation and mutual understanding, thereby moving to a "post - conflict model" as aspired educational and political vision . The cooperative nature of the EU and particularly the French - German move towards a post - conflict educational experiments, slowly but steadily affected the field of history education, thus becoming "History in Schools", in Berber Bevernage, Nico Wouters, ( eds . ) , The Palgrave Handbook of State - Sponsored History After1945 ( London : Palgrave Macmillan, 2018 ) , pp . 273 - 288 . Marc Ferro, The Use and Abuseof History : Or How the Past is Taught to Children , 2 nd edition, 4 London : Routledge, 2004 ) ; William E . , Marsden, “‘All in a good cause’ : Geography, History ( and the Politicization of the Curriculum in Nineteenth and Twentieth Century England”, Journal of Curriculum Studies, 21, 6 ( 1989 ) , pp . 509 - 526 ; Arie Wilschut, “History at the Mercy of Politicians and Ideologies : Germany, England, and the Netherlands in the 19 th and 20 th Centuries”, Journal ofCurriculum Sturdies , 42, 5 ( 2010 ) , pp . 693 - 723 .
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אדמוני, אריאל
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