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עמוד:*69
* 69 Such major changes that took place in the last two generations, affected history education in many places around the globe . Therefore, when the conflict paradigm of history education appeared to disintegrate, only in few cases a post - conflict paradigm smoothly replaced it . In most cases, the multiple changes in history education, mentioned above, made the transition bumpy and rough, and eventually produced "history wars" in class . Intellectuals, politicians, public officials and administrators, journalist and media figures, educators, museum curators, textbook writers, curriculum designers, and teachers alike, faced the task of dealing with history education in a new way . 13 The various discussions over the representations of the past in different places, that occasionally surface in media and political debates, bear testimony to the difficulty of moving from history education that is meaningful in a culture of conflict - to history education that should be meaningful within a culture of post - conflict . Indeed, such a dichotomous and bipolar terms overlooked the complexity of the real transition that had occurred in recent decades . Most countries experienced the transitions in different mode and pace, and within the dynamics that affect history education in general . Therefore, in reality, only few of them immediately turned past enemies into present and future allies . Instead of the "conflict" vs . 'Post - conflict" categories, I would like to offer a different perspective that can help to analyze the changes in history education and to explain the various debates it has produced . I will call this perspective the "conflict spectrum" . On the extreme positive side of the spectrum appeared ideal post - conflict between past rivalries that became present allies . The conflict seems entirely contained in a defined and limited past . At present time, there is cooperation and cordial relationship between the partners . When the conflict happened to be in a remote past, following with long time of reconciliation and cooperation, we can expect a smooth movement toward ideal post - conflict . Sweden and Denmark, Belgium and Holland, the USA and Great Britain, are examples of such an ideal post - conflict evolving situation . Widespread understanding and awareness, both on the professional and political level, with the changes in the discipline of history, the transformation of educational practice, and the Nakou and Barca ( eds . ) , Contemporary Public Debates over History Education ; Jason 13 Nicholls , School History Textbooks Across Cultures : International Debates and Perspectives Oxford : Symposium Books, 2006 ) ; Maria Repoussi, “ Common Trends in Contemporary ( Debates on History Education ,” Yearbook of TheInternational Society Of History Didactics pp . 75 - 90 ; Taylor and Guyver ( eds . ) , Historywars and the Classroom ; Elmersjö, , ) 2009 / 2008 ( Clark, Vinterek ( eds . ) , International Perspectives on Teaching Rival Histories .
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אדמוני, אריאל
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