MEDII AEVI in Ukrainian School Textbooks: Modern Paradigms and Contextual Analysis
DOI:
https://doi.org/10.57125/FS.2024.03.20.01Keywords:
medieval times, survey, textbooks, modern paradigms, challengesAbstract
The study on the representation of Medieval Times in Ukrainian school textbooks holds paramount relevance in the current educational landscape. As the world experiences dynamic changes in historical viewpoints and teaching methods, it becomes vital to comprehend how the medieval period is depicted in educational resources. The study's focused on textbooks published between 2020-2022 and addressed the need to evaluate a contemporary representation of the Middle Ages in light of modern historiographical advancements. With 76 participating history teachers, the research guarantees a wide variety of viewpoints, mirroring the intricate nature of history education in Ukraine. The research methodology employed a combination of qualitative and quantitative data collection methods to gain comprehensive insights into the representation of Medieval Times in Ukrainian school textbooks. The primary methods included surveys, interviews, and textbook analysis. The results showed that teaching practices are significantly influenced by modern paradigms in historical science. However, school textbooks often exhibit conservatism, favoring information that has stood the test of time. The survey revealed that 59% of respondents considered Ukrainian school textbooks generally align with modern understandings of historical processes related to the Middle Ages. Conversely, 38% noted a lack of representation of modern historical science paradigms in these textbooks. In conclusion, the research illuminates notable shortcomings within the current educational landscape, specifically concerning the implementation of modern manuals and textbooks. A crucial observation is the insufficient emphasis on practical source utilisation, as well as the neglect of incorporating historical reconstructions, museum visits, and archaeological sites into educational practices. As a result, this research aids in comprehending the intricacies of historical education by uncovering the interaction between contemporary paradigms and customary portrayals in Ukrainian school textbooks. The findings underscore the evolving nature of historical education and the ongoing efforts required to align educational materials with emerging perspectives.
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