The cathegory of time in the transfer of historical knowledge

Abstract

The author stresses that, instead of the acquisition of facts in history education, we have to start acquiring methodological skills and this is possible only if we introduce methology of historical sciences and establish, system of teaching using the language of this science. In order to establish this communication we have to introduce more systems of teaching (programmed learning' and problem solving). Under the changed criteria of learning history in which we are changing the structure of historical thinking, during the elaboration of the category of time special attention has to toe paid to historical time which is characterized by arrhythmia cyclicity, repetition, pauses and additions. Up to now in history education we relied on calender time so it is necessary to reexamine the approaches where children have hard time learning history because of the inability to acquire time concepts (Piagel). The author tries to reaffirm the idea of the Soviet educator A. I. Strazev who gave extraordinary instructions for the acquisition of chronology in the classroom and he especially stressed the need for the use of the chronological tables. His instructions have to be adapted for the examination of the historical time. In his experiments with systems af teaching the author came to the conclusion that students have hard time acquiring the chronology which is pri-mairiry based of the calendar time. He stresses the need for the elaboration of special spatial and time framework which would enable the students to get themselves acquainted with similar processes that were going on at the same time on wider areas. He especially stresses the need that the chronological tables are again introduced in the teaching program in which, together with the calendar time we Would also have indicated the historical time. Finally the author stresses the need for the experimentation in order to find out which capabilities the student have during the acquisition of the historical time. This would be a great contribution to the development of teaching methods in history understood as a synthetic science of interdisciplinary character.