The educational function of history is... Pages of history. Cognitive and social functions
History is the science of the past of human society and its present, of the patterns of development of social life in specific forms, in space-time dimensions. The content of history in general is the historical process, which is revealed in phenomena human life, information about which is preserved in historical monuments and sources. Functions of historical knowledge
History performs several socially significant functions. First- cognitive, consisting in the very study of the historical path of countries and peoples
Second the function is practical and political. Its essence is that history as a science, identifying patterns of social development on the basis of a theoretical understanding of historical facts, helps to develop a scientifically based political course and avoid subjective decisions. The unity of the past, present and future is the root of people's interest in their history. Third function - worldview.. Worldview - a view of the world, society, the laws of its development - can be scientific if it is based on objective reality. History has a huge educational influence. This is the fourth story feature.
Knowledge of the history of one’s people and world history forms civic qualities - patriotism and internationalism; shows the role of the people and individuals in the development of society; allows you to know the moral and moral values of humanity in their development, understand categories such as honor, duty to society, see the vices of society and people, their influence on human destinies.
The study of history teaches one to think in historical categories, to see society in development, to evaluate the phenomena of social life in relation to their past and relate it to the subsequent course of events.
History is not just the sum of knowledge about the past and new relays of this information. The skills of historical thinking and analysis allow us to see more clearly the origins and originality of world processes and social phenomena, and help predict options for the development of society, events and processes. Historical knowledge and the historical style of thinking form the humanitarian culture and civic image of a citizen of the country.
2. Sources for the study of Russian history.
History as a science draws its material from sources.
1. Material sources, representing the main material for archaeologists, and not only. In the study of ancient civilizations, when writing was either absent or was still poorly developed, they are simply irreplaceable. (Tools, weapons, jewelry, household items)
2. Written documents. They serve as the main material for studying the history of recent centuries, from which numerous archives have been preserved (however, here too, material finds retain significant auxiliary value). This type of sources is so diverse and sometimes difficult to analyze that it is advisable to identify several of the most significant groups:
a) legislative and other normative acts state power and interstate associations and preparatory materials for them. The latter are valuable in that they reflect the struggle of opinions and parties around the bill, and through them, the interests and positions of various social groups;
b) official and private correspondence. This source is valuable because it reflects ulterior motives political parties and figures not made available to the general public. If in official speeches they are, as a rule, ennobled and masked by zeal for the “good of the people” and other lofty thoughts, then in confidential correspondence true, much more prosaic motives often appear;
c) various working materials of government agencies, political parties, business enterprises, etc. Taken together, they give a general statistical picture of the state of the economy, its industries, regions, public education, armed forces and
etc., in short - any field of activity, and allow you to trace the dynamics and directions of its development;
d) diaries and memoirs. This is a purely personal and therefore subjective source (especially since they are most often written by interested parties), but, as a rule, the most important events are concentrated in it;
e) periodicals. From the point of view of reliability, this is the most unreliable source, but it clearly reflects the struggle of opinions and parties, because most newspapers serve as mouthpieces of those forces whose social order they carry out;
f) ancient chronicles and chronicles, that is, annual summaries of events that have come down to us from those distant times that did not leave descendants with numerous written documents.
3. Ethnographic – information that has survived to this day: life, customs and manners
4. Linguistic - information about the origin of the names of natural and geographical objects)
5. Folklore - monuments of oral folk art
6.Computer digital – film and photo documents, audio documents.
Story– (from the Greek historia – narrative, research, story about the past); on the one hand - the process of development of nature and society, on the other - a complex of sciences that study the development of human society in its formation, development, specific events and phenomena in their mutual connection.
History is the science of the past of human society and its present, of the patterns of development of social life in specific forms, in spatio-temporal dimensions. The content of history in general is the historical process, which is revealed in the phenomena of human life, information about which has been preserved in historical monuments and sources.
History is divided according to the breadth of the object of study into general history, history continents (for example, the history of Asia and Africa), history of individual countries and peoples or groups peoples (for example, history Slavic peoples, Russian history).
Identifying patterns historical development associated with educational function of historical knowledge.
The method of identification and orientation of society, personality - ϶ᴛᴏ function of social memory
Function historical science, allowing you to develop a scientifically based course based on historical experience - practical recommendations
The formation of moral, civic values and qualities corresponds to the educational function of historical knowledge
cognitive or intellectual-developmental, ideological
prognostic
social memory
educational
Worldview function
Cognitive or intellectual-developmental function consists of studying the historical path of countries and peoples, identifying the patterns of historical development and objectively, from the position of historicism, reflecting all the phenomena and processes that make up the history of mankind. In relation to the course national history it consists in the study of various aspects, phenomena, facts and events of the origin and functioning Russian state at various stages of its history in a chronological framework from the 9th to the 21st centuries. inclusive. Only by knowing the history of your country can you understand its place and role in world history.
Essence practical-political (recommendatory) function The point is that history as a science, identifying patterns of social development based on an understanding of historical facts, helps to develop a scientifically based political course and avoid subjective decisions. The unity of the past, present and future is the root of people’s interest in their history. The political function of history allows us to determine development trends Russian society and states, make correct, optimal political decisions.
Worldview function history is determined by the fact that its factual side is the foundation on which the science of society is built. Knowledge of the past equips people with understanding historical perspective, forms a scientific view of the world, society, the laws of its development. History creates documented, accurate stories about outstanding events of the past, about thinkers to whom society owes its development. A worldview can be scientific if it is based on objective reality. In social development, objective reality is ϶ᴛᴏ historical facts. In order for conclusions from history to become scientific, it is extremely important to study all the facts related to a given process in their totality; only then can one obtain an objective picture and ensure the scientific nature of knowledge.
History through functions social memory And prognostic helps to foresee the future and is a way of identification and orientation of both society as a whole and the individual.
History has a huge educational impact. Educational function studying the past is expressed in the aphorism: “History is the teacher of life.” Knowledge of the history of one’s people and world history forms civic qualities - patriotism and internationalism; shows the role of the people and individuals in the development of society; allows you to know the moral and moral values of humanity in their development, understand categories such as honor, duty to society, see the vices of society and people, their influence on human destinies. On historical examples people are brought up in respect for goodness and justice, freedom and equality, and other enduring human values.
2. Methods of studying history
The method is a scientifically based cognitive tool.
(method of research) shows how cognition occurs, it is a path of research, a way of constructing and justifying knowledge.
Scientific method is a set of ways and principles, requirements and norms, rules and procedures, tools and instruments that ensure the interaction of the subject with the cognizable object in order to solve the research problem. If scientific theory as the form of knowledge reflects the object, then the method as a means cognitive activity aimed at knowing the object.
The method includes an approach And principle.
The approach determines the main way to solve the research problem. He reveals the strategy behind this decision. Such approaches as abstract and concrete, logical and historical, inductive and deductive, analytical and synthetic, dynamic and static, descriptive and quantitative, genetic, typological have long been known in science. Recently, comparative, systemic, structural, functional, informational, probabilistic, model and other approaches have been introduced.
The specific content of the method is expressed principles
Principle of materialism involves considering society as a collection of real, material objects and its primacy before the awareness of what was happening.
The principle of historicism requires the study of all historical facts, phenomena and events in accordance with the specific historical situation, in their interrelation and interdependence. Every historical phenomenon should be studied in its development: how it arose, what stages it went through in its development, what it became. It requires identifying all cause-and-effect relationships.
Principle of objectivity involves relying on facts in their true content, not distorted or adjusted to fit schemes. It involves consideration of each phenomenon in its versatility and inconsistency, in the totality of positive and negative aspects, and the historical process as a whole - in the totality of all facts and phenomena.
Principle social approach , also called party or class or stratification, involves consideration of historical processes taking into account the social interests of various segments of the population, various forms of their manifestation in society. It obliges us to correlate class and narrow group interests with universal human interests, to take into account the subjective aspect in practical activities governments, parties, personalities.
The principle of alternativeness determines the degree of probability of the occurrence of events, phenomena, processes based on an analysis of objective realities and possibilities. Recognizing the historical alternative allows us to re-evaluate the path of each country, see the untapped possibilities of the process, and draw lessons for the future.
Historiography of history Methodology of history Methods of studying history Functions of history Lecture 1. History as a science Perestroika. Collapse of the USSR (1985 - 1991) 5. The formation of a new Russian statehood (1992 - 2008) History has always caused... [read more]
History (from the Greek historia) means a narrative, a story about the past, learned, explored. Interest in history, which has existed among all peoples since ancient times, is explained by the need of a person to know the past of his family, clan, country, humanity. It has long been recognized that without knowledge... [read more]
The first is cognitive, intellectually developing, consisting in the very study of the historical path of countries, peoples and in an objectively true, from the position of historicism, reflection of all phenomena and processes that make up the history of mankind. The second... [read more]
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Basic categories and concepts of the history of pedagogy.
Methodological approaches and methods of knowledge of the historical and pedagogical process.
The methodological basis for understanding the history of economics is the dialectical-materialist method, which considers socio-economic development as a natural historical process that is determined by objective laws. On to subjective factors...
The subject of history as a science. Functions of history. Approaches to the study of history.
History is social science, studying the past of humanity as a historical process. The original meaning of the word “history” goes back to an ancient Greek term meaning “investigation, recognition, establishment.” History was identified with establishing the authenticity and truth of events and facts. In Roman historiography (historiography is a branch of historical science that studies its history), this word began to mean not a method of recognition, but a story about the events of the past. Soon, “history” began to be called any story about any incident, real or fictitious. Currently, the word “history” has two meanings: 1) a story about the past; 2) the name of the science that studies the past, life and life of peoples.
History, as a subject of science, examines the process of development of society as a whole, analyzes the totality of the phenomena of social life, all its aspects (economics, politics, culture, everyday life, etc.), their relationships and interdependence. History as a science operates with precisely established facts. As in other sciences, history continues to accumulate and discover new facts. These facts are extracted from historical sources. Historical sources are all remains past life, all evidence of the past. Currently, there are four main groups of historical sources: 1) material; 2) written; 3) visual (fine-graphic, fine-art, fine-natural); 4) phonic. Historians, studying historical sources, examine all facts without exception.
The collected factual material requires its own explanation, clarification of the reasons for the development of society. This is how theoretical concepts are developed. Thus, on the one hand, it is necessary to know specific facts, on the other hand, to comprehend all the facts in order to identify the causes and patterns of development of society. So, for example, in different time Historians have explained in different ways the reasons and patterns of development of the history of our country. Chroniclers since the time of Nestor believed that the world develops according to divine providence and divine will. With the advent of rationalistic knowledge, historians began to look for objective factors as the determining force of the historical process. Thus, M.V. Lomonosov (1711-1765) and V.N. Tatishchev (1686-1750), who stood at the origins of Russian historical science, believed that knowledge and enlightenment determine the course of the historical process. the main idea, permeating the works of N. M. Karamzin (1766-1826) “History of the Russian State”, is the need for a wise autocracy for Russia. The largest Russian historian of the 19th century. S. M. Solovyov (1820-1870) (“History of Russia since ancient times”) saw the course of history in the transition from tribal relations to the family and further to statehood. Three most important factors: the nature of the country, the nature of the tribe and the course of external events, as the historian believed, objectively determined the course of Russian history. S. M. Solovyov’s student V. O. Klyuchevsky (1841-1911) (“Russian History Course”), developing the ideas of his teacher, believed that it was necessary to identify the entire set of facts and factors (geographical, ethnic, economic, social, political, etc.) characteristic of each period. Close to him in theoretical views was S. F. Platonov (1850-1933). His “Lectures on Russian History”, like the works of N. M. Karamzin, S. M. Solovyov, V. O. Klyuchevsky, were reprinted several times.
The story performs somewhat socially significant functions. 1). Cognitive (cognitive) function comes from knowledge of the historical process as social sector scientific knowledge, from a theoretical generalization of historical facts, identifying the main trends social development. It contributes to the understanding and explanation of historical processes and phenomena. The cognitive function is intellectually developing, since it consists in the very study of the historical path of countries, peoples and in the objectively true, from the position of historicism, reflection of all the phenomena and processes that make up the history of mankind. 2). Practical political function. Its essence lies in the fact that history as a science helps to develop a scientifically based political course and avoid subjective decisions. The practical-political function involves using the lessons of the past to improve the lives of human communities in the present and future. 3). Worldview function. History creates a documented, accurate narrative of outstanding events of the past, thereby shaping the public worldview. Worldview - a view of the world, society, the laws of its development, can be scientific if it is based on objective reality. In social development, objective reality is historical facts. History, as a science, realizing its ideological function, creates the foundation on which to obtain objective information about the past. In order for the conclusions of history to become scientific, it is necessary to study all the facts related to a given process in their integrity, only then can we obtain an objective picture and ensure the scientific nature of knowledge. 4). Educational function. History has a huge educational impact. Knowledge of the history of one’s people and world history forms a civic quality - patriotism; shows the role of the people and individuals in the development of society; allows us to understand the moral and moral values of humanity in their development, to understand such categories as honor, duty to society.
Currently, there are two main approaches to the study of history - formational and civilizational.
The formational approach was developed by K. Marx and F. Engels. Its meaning lies in the natural change of socio-economic formations. They proceeded from the fact that the material activity of people always appears in the form of a specific mode of production. The mode of production is the unity of productive forces and production relations. Productive forces include objects of labor, means of labor and people. Consequently, productive forces are the content of the mode of production, and production relations are the form. As the content changes, the form also changes. This happens through revolution. And accordingly, various socio-economic formations replace each other. According to these formations, the following stages of development of society are distinguished: primitive communal, slaveholding, feudal, capitalist, communist. The disadvantages of the formational approach can be considered that many processes of cultural and spiritual life are sometimes considered in a simplified manner. Insufficient attention is paid to the role of the individual in history, human factor, as well as the fact that the transition from one formation to another through revolution is absolutized (some peoples did not go through all formations and changes do not always occur through revolutions).
The civilizational approach implies the spiritual and cultural sphere as the main criterion. The concept of civilization has many meanings. There are as many interpretations of this concept as there are authors. The word "civilization" was originally used with three common meanings. The first is a synonym for culture, the second is the stage of social development following barbarism, the third is the level, stage of social development of material and spiritual culture. There are more than a hundred definitions of the term “civilization.” However, for a civilizational approach to the historical process, the understanding of civilization as an integral social system, all of whose components are closely interconnected and bear the stamp of the originality of a particular civilization, has an independent internal functioning mechanism. Weak side The civilizational approach is that it does not allow one to look at history as a holistic, natural process; Using a civilizational approach, it is difficult to study the patterns of historical development.
One of important issues Historical science is the problem of periodization of the development of human society. Generally, world history It is customary to divide it into four main periods: 1). Ancient world(the period from the separation of man from the animal world about 2 million years ago until the fall of the Western Roman Empire in 476 AD). 2) The Middle Ages (the period from the fall of the Western Roman Empire to the beginning of the Renaissance in the 16th century). 3). Modern times (from the Renaissance to 1918 - the end of the First World War). 4). Recent times (from 1919 to the present day).
A number of auxiliary historical disciplines, developing general issues methods and techniques of historical research. Among them: 1. Paleography studies handwritten monuments and ancient writing; 2. Numismatics deals with the study of coins, medals, orders, and monetary systems; 3. Sphragistics studies seals; 4. Toponymy deals with origins geographical names; 5. Local history studies the history of the area, region, region; 6. Genealogy explores the origins of cities and families; 7. Heraldry studies the coats of arms of countries, cities, and individuals; 8. Epigraphy examines inscriptions on stone, clay, metal; 9. Source studies deals with the study of historical sources; 10. Historiography considers its main range of issues to be the description and analysis of the views, ideas and concepts of historians, the study of patterns in the development of historical science; and etc.
Literature
1. Kirillov, V.V. History of Russia / V.V. Kirillov. - M: Yurait-Izdat, 2005. - P. 9-15.
2. Orlov, A.S., Georgiev N.G., Sivokhina T.A. History of Russia / A.S. Orlov, N.G. Georgiev, T.A. Sivokhina. - M: TK Welby, 2003. P. 5.
3. Polyak, G.B., Markova A.N. The World History/ G.B. Polyak, A.N. Markova. - M: Culture and Sports, UNITY, 2000. pp. 4-5.
The article discusses the main aspects of the educational function of history. The authors prove the thesis about the comprehensive significance of history, the universality of historical knowledge. Particular attention is paid to one of the most important tasks of history
History teaches even those who do not learn from it.
At different times, history was used by people in different ways, but one thing was common from century to century: history acted and acts as the basis of morality and education, lays down character traits, motivates, and shapes personality.
In our opinion, it is important to rely on the fair opinion of V.I. Vernadsky: “Educating does not mean only feeding and nursing, but also giving direction to the heart and mind - and for this, doesn’t it require character, science, development, and accessibility to all human interests on the mother’s part?” Therefore, first of all, you need to start with yourself, study and comprehend, educate yourself with the help of its lessons, and only then demand their assimilation from children. If we talk about antiquity, it was mythologized and passed on in the form of legends for the instruction and education of the younger generation.
In the Middle Ages, history takes on a religious image. Modern times, using the example of history, sought to prove that they had moved into a qualitatively new stage of historical development. IN modern times different countries used for the formation and strengthening of the created by them political regimes(Bolshevik Russia, Nazi Germany, Fascist Italy, etc.). Today, within the framework of general humanization and democratization, and also based on criticism of the Soviet period in the history of Russia, which unfolded in post-Soviet historiography, Russian government is pursuing a course towards de-ideologizing education; history remains one of the most important structural elements formation of morality.
History fills the space that ideology has currently left. Ideology gives direction in life, that is, in addition to its other, often criticized functions, it also performs educational ones. The practice of recent decades indicates that complete refusal implies exclusion from educational process educational function, which entailed many negative consequences.
This confuses the immature minds of young people who, not yet having any life goals, do not know what to take as a guide in life, what to rely on. The ground has been taken from under their feet, they are floating with the flow, which has eroded the very concept of morality. The modern global world proves the need to return to such formulas, which would accumulate all the contradictory historical experience of Russia. IN in this regard M. Mamardashvili expressed an important thought: “Young people who did not live this life and not like that... in a historical sense, are superfluous.
Therefore A.S. Pushkin almost with his own hand, single-handedly wanted to create in Russia, trying in practice to prove his antithesis to some of the thoughts of P.A. Chaadaeva. For example, to establish the tradition of the family as a special case of the home, the walls of the lived-in culture, the “small homeland.” As an autonomous and inviolable historical order, in which no one can interfere, neither the king, nor the church, nor the people...” At the same time, a return to complete ideologization of society is hardly possible, since it leads to dogmatism. In such a situation, the very concept of morality recedes into the background, leading, in fact, to the synonymization of the concept of morality and morality. In such a society, morality as a product dominates morality, and history becomes the servant of politics and power.
Morality does not disappear, but is forced to obey moral norms. It is the universality of historical knowledge that makes it a powerful weapon in the hands of power, and it is this universality that can serve as a tool for the education of any personality. The story is comprehensive; Using this property, she is able to satisfy anyone who knows her, regardless of national, religious, gender or other differences. Every person who touches the historical past can find those examples that will correspond to his moral development. However, for this, at the initial stage it is necessary to lay the basic foundations of morality.
Many people don’t even realize how often they have to turn to history, if not on a scientific, then on an everyday level. There are two levels of historical knowledge - macro and micro, however, with a more detailed division, one can distinguish international, national, regional, generic levels (here we will focus on a simplified classification). The macro level includes international (the history of the whole world as a whole), national (the history of a specific country), regional (the history of one subject of a specific country) components and represents the most scientifically substantiated layer of historical knowledge.
The micro level is a history of one kind, which is the initial step in the formation of morality, since the history of a family gives birth to the most significant and respected authorities for each of its members. It is something people are proud of, something they choose to keep even if they rip out the stained pages. In the formation of each personality, this story is of paramount importance. According to V. Semenkov, for the educational process it is important to take into account an important thesis: “The paradigm of modernity, in turn, shapes discourse. Within the framework of such a paradigm, we distance ourselves from the community of experience, since in the private sphere we should not be carriers of beliefs, but we should be in agreement with ourselves, adequate to the world around us.”
In addition, axiological problems modern system formations are determined by the fact that the propaganda campaign under the slogan “for the truth of history” gave rise to a new mythology aimed at spiritual and value orientation, disorientation public consciousness. Further development is provided by the macro level, most often the history of one’s homeland, since this is what a person first of all respects and loves.
Moreover, it shapes national memory: young people who have not seen war themselves, but who represent a country that has experienced a large number of wars, will be afraid of military conflicts much more than the people who have not encountered them in their history. Story home country makes a person feel part of a whole, connected by one past, and therefore by the future. The bright pages of history teach you to love your country, and the dark pages teach you not to make previous mistakes.
Even those who say that they are not interested in history always want to feel proud of their country, since at the same time they are proud of themselves. Thus, through his own ego, he still touches history. At the same time, it is important to remember the words of T. Roosevelt: “Fools learn from their mistakes, and smart people learn from others,” i.e. study the world and learn lessons from it. Moreover, it is important not only to learn from differentiated history, but also from integrated history.
Thus, it is necessary for a person to feel involved not only in a specific nation, but also in the entire world community; In order to learn from history, you need to feel part of its wholeness, and not just one specific section. Returning to the question of the universality of history, it should be noted that you can always find your mirror image in the past, but you must remember that “history teaches not how to live by it, but how to learn from it.” Each life and destiny is unique, therefore the education of a moral personality must pass through the uniqueness of existence. It is impossible to completely copy someone’s life, therefore, when making associations between oneself and historical personalities, it is necessary to approach this carefully.
In our opinion, history is one of those subjects that should be studied with the warning: “Do not try to repeat it!” Indeed, it won't work. And first of all, because every destiny develops one way or another depending on the time in which a person lives, because not only character, ambitions and abilities influence his life, but also the era. When analyzing the educational function of history, many historians and philosophers make a common mistake: they judge people according to the laws of their time. Such studies are obviously false, because it would not occur to us to say, for example, about a Parisian fashionista of the 18th century that she is dressed tastelessly. For the same reason, we have no right to talk about the excessive cruelty of the wars of the 16th century. or about dynastic fratricide as an immoral phenomenon, since for those times it was the norm, which was a tool to achieve certain goals.
However, when transferring such standards to modern times, we, of course, must emphasize that in the present time these qualities or techniques should not find a place for themselves. Using the previous example, it is important to emphasize: you can admire Elizaveta Petrovna’s outfits for a long time, but a modern girl is unlikely to risk wearing something like this. Only taking into account the fact that each time has its own heroes, can we extrapolate to ourselves. In addition, it is necessary to remember the irreversibility of the historical process. Every life, despite its uniqueness and originality, is finite. History objectively proves this.
Having learned this, one of the most important lessons of history, you take the rest much more seriously. Thus, life should not be perceived as a draft in which many things can be corrected, since it cannot be started from a new leaf, but can only be continued. The irreversibility of the historical process teaches us a more balanced attitude towards all our steps in life. So, the education of morality through history has a number of features:
Education should be carried out through the prism of the uniqueness and uniqueness of life;
It is not necessary and cannot be copied; There is no point in imitating her, but you can learn from her;
History puts morality at the forefront, but due to the universality of historical knowledge, it can be formed in different ways. From this thesis follows the demand for ideological guidelines that can act as moral guidelines for the formation of morality; . history should set the axiological orientation of the personality;
History is meant to shape patriotism just as family history creates pride in one's family. History should revive the attitude towards oneself as a teacher of life and arouse interest among the younger generation, who will then pass it on to their children.
After all the main problem The poor assimilation of historical lessons lies not in children’s weak interest in the events of the past, but in the parents’ insufficiently serious attitude to history. As noted by M.P. Yatsenko, “the transformation of the historical past, acting as a justification for globalization, preceded the falsification of history in conditions of Eurocentrism.” This problem is becoming cyclical, and it will not be possible to completely eradicate it, but it is quite possible to reduce its severity.
Thus, in today’s contradictory globalizing world, it is important to develop a new attitude to education, which should not take the form of merely satisfying the physical needs of the student, but also set goals and guidelines in life, as well as form appropriate moral attitudes.
Literature
1. Mogilnitsky B.G. Introduction to the nature of historical knowledge. - Tomsk, 1978.
2. Mamardashvili M.K. How I understand philosophy. - M.: Progress, 1990. - P. 185.
3. Semenkov V.E. Philosophy as ideology: on possible modes of ideological projection of philosophical knowledge // Credonew. - 2006. - No. 3 (47). - P. 56.
4. Klyuchevsky V.O. Letters. Diaries. Aphorisms and thoughts about history. - M., 1968. - P. 265-266.
5. Yatsenko M.P. Historical aspects of globalization as a controlled process // News of the Russian State pedagogical university them. A.I. Herzen. - No. 110: Science Magazine. - 2009. - P. 102.
A.A. Evstratchik, M.P. Yatsenko
All humanities are designed to educate people, to make them more humane. Thus, the main thing in the ethical teaching of I. Kant is the categorical imperative, that is, the unconditional command to fulfill one’s moral duty (“... from the first moment to the last,” R. Rozhdestvensky would later say); Pushkin's Tatyana Dmitrievna Gremina remembered her debt (“... I was given to another and I will be faithful to him forever”), and L.N. Tolstoy “repaid” the debt of wife and mother Anna Arkadyevna Karenina who had forgotten the debt by throwing her under the wheels of a train.
The educational task of “humanizing humanity” has always been present in History, although the nuances have changed. In ancient times, this was a direct call to follow specific positive models, for example, the feat of Leonidas’ warriors who fought to the death at Thermopylae:
Wanderer, you came to Sparta to tell the people that, fulfilling our duty, here we died in bones.
The moral meaning of his “History” Charles XII“Voltaire saw the cure of sovereigns from the “madness of conquest.” Later, the task of History in a broad sense began to be interpreted as the cultivation of historical optimism.
In his work “On Our Vocation,” G. Ya. Baklanov proves that “the vocation of a writer is to promote humanity,” and V. A. Kaverin in “Illuminated Windows” reasonably convinces us that we must teach not literature, but literature, and equally not as much history as history. One cannot but agree with the history teacher of the 39th Moscow school A.E. Timofeev: “The general goal of school education and upbringing... is not so much the transfer of knowledge as in teaching humanism, in instilling a humanistic imperative, a humanistic ideal as a life concept” 1 .
Humanity is threatened with dehumanization as a result of the decline of morality, due to the deepening gap between scientific and technological progress and the state of morality.
I. Ehrenburg, in the magazine version of his memoirs “People, Years, Life,” cites V. Mayakovsky’s idea: it is necessary to put a humanistic muzzle on technology, otherwise it will bite a person (remember: the Nazis were close to creating an atomic bomb, and modern terrorists).
The powerful educational charge inherent in history is obvious, but it is important to determine what and how to educate. What should be taught? Patriotism is love and respect for one’s homeland, for the great people and ordinary workers who contributed to its prosperity, created material and cultural values and defended it from enemy invasions; universal human values - humanism (humanity), tolerance (tolerance) towards peoples and individuals who hold different views. We must educate on love for progressive phenomena and hatred for the dark manifestations of the past. You cannot, out of imaginary patriotism, hush up the negative aspects of your history, like a five-year-old boy picking out the raisins from a bun (example of K. M. Simonov).
But in order for a historian talking about the past to really sow the reasonable, the good, the eternal, he himself must be honest. The need for “moral permission” to study history should be an axiom (we find perhaps the most convincing ideas about this from the 18th century enlightener Mably).