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עמוד:*65
* 65 a normative model to follow by others ; especially among EU members but also beyond its boundaries . 5 Indeed, traditional national history education underwent many and multi - dimensional transformations in the last two generations, some of them related to the post - conflict developments and some not . As an academic discipline, history expanded its research subjects in the Western world already in the midst of the Cold War period . From political, diplomatic, military and intellectual history that recorded past experience of the elites, academic history moved to the multifaceted arena of social history with a "bottom up" orientation . Vast research on the daily life of ordinary people changed the nature of the discipline . Gender, class and ethnicity became central issues of historical inquiry . Oral history, popular history, labor history, urban history, history of medicine, history of emotions, material culture, technology, sport, leisure, childhood, environment, and many other topics of diverse human past experience, challenged the hegemony of elite national canon, thereby devaluing its significance . Post - modernism also shook the discipline of history and consequently undermined the foundation of history education . Claiming that knowledge and truth are contingent and socially constructed, post - modern theories and attitudes deconstructed the essentialism of past events thus disrupting and damaging the fundamental positivistic assumptions of any historical canon . 6 At the same time, substantial changes in the objectives of the educational process were taking place, shifting the pedagogical focus to an active, constructivist paradigm . The traditional pedagogy of history teaching became a target for severe critique under the new educational paradigm . Memorizing facts, events, names, and dates of the past, Elizabeth A . Cole ( ed . ) , Teaching the Violent Past : History Education and Reconciliation 5 Lanham : Rowman and Littlefield, 2007 ) ; Karina Korostelina and Simone Lassing ( eds . ) , ( History Education and Post - Conflict Reconciliation : Reconsidering Joint Textbook Projects London and New York : Routledge, 2013 ) ; Cajani, Luigi, “History Teaching for the Unification ( of Europe : The Case of the Council of Europe”, in Bevernage and Wouters ( eds . ) , ThePalgrave Handbook of State - Sponsored History After1945, pp 289 - 305 . Ruth Sandwell, “We Were Allow to Disagree Because We Couldn’t Agree on Anything : 6 Seventeen Voices in Canadian Debates Over History Education”, in Taylor and Guyver ( eds . ) , History Wars and the Classroom ( Charlotte, NC : Information Age Publishing, 2012 ) , pp . 51 - 76 ; Robert Guyver, “The History Working Group and Beyond : A Case Study in the UK’s History Quarrels”, in Taylor and Guyver ( eds . ) , History Warsand the Classroom , pp . 159 - 186 ; Peter Seixas, “Schweigen ! Die Kinder ! or Does Postmodern History Have a Place in the Schools ? ,” in Peter Stearns, Peter Seixas and Sam S . Wineburg ( eds . ) , Knowing, Teaching and Learning History : National and International Perspectives ( New York : New York University Press, 2000 ) , pp . 19 - 37 .
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אדמוני, אריאל
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