Teaching History and Its Contribution to Peace

Öz

The aim of this article is to discuss the roles historical studies can take in the construction of peaceful societies in the future by means of the value and function of historical data. The Methods applied for this aim include “peace education” and “historical empathy”. Through examining the related publications, peace education is discussed with specific attention payed to types of practices and defined curricula in numerous countries including Australia. It is also suggested that historical empathy can be used for solving historical problems and creating a mutual understanding between societies which are neighbors or share common past while they struggle with the globalization process. Both researchers and students who establish “historical empathy” can develop a different attitude towards the “other” as a basic problem of teaching history by finding new approaches and horizons. In this article, the difficulties encountered in when it comes to the practice of “peace education” and “historical empathy” include a peaceful understanding to individuals, dealing with the concepts like war and antagonism - all discussed in the light of academic views. Basic principals like “permanency” and “reciprocity” are elements of the methods recommended above and are argued for in the article within the scope of the question of whether or not history can serve World peace.

Anahtar Kelimeler

• Peace Education, Historical Empathy, Peace Research, History Education

Kaynakça

1. XX. Yüzyılda Dünya ve Türkiye Tarihi Öğretmen Kitabı, Tarih Vakfı Yayınları, Kasım 2004.
2. Barton, Keith C., Teaching History for the Common Good, Mahwah, NJ, USA: Lawrence Erlbaum Associates, Incorporated, 2004.
3. Boddington, Tony, “Empathy and the Teaching of History”, British Journal of Educational Studies, Vol. 28, No. 1, in Februay 1980, pp. 13-19.
4. Çağlayan, Yaşar, Tarih Öğrenimine Başlangıç, Ankara 1978.
5. Collingwood, Robin George, The Idea of History, Oxford 1962.
6. Cooper, Sandi E., “Recent Developments in the Teaching of Peace History and Related Areas in North America, Journal of Peace Research”, Vol. 6, No. 4, Special Issue on Peace Research in History, 1969, pp. 389-396.
7. Cross, Neal M., “Educating for Peace”, The English Journal, Vol. 30, No. 5, in May , pp. 406-408.
8. Dawson, Ian, “The Schools History Project: A Study in Curriculum Development”, The History Teacher, Vol. 22, No. 3, in May 1989, pp. 221-238.

9. Dilek, Dursun, Tarih Derslerinde Öğrenme ve Düşünce Gelişimi, Ankara 2001.
10. Dökmen, Üstün, İletişim Çatışmaları ve Empati, İstanbul 2003.
11. Durant, Will-Ariel, Tarihten Dersler, İstanbul 1992.
12. Halkin, Leon-E., Tarih Tenkidinin Unsurları, Trans. Bahaeddin YediYıldız, Ankara
13. Hartje, Robert, “New Thoughts on Freshman History”, The History Teacher, Vol. 4, No. 3, in March 1971, pp. 40-47.
14. Hempel, Carl G., “The Function of General Laws in History, The Journal of Philosophy”, Vol. 39, No. 2, in January 15, 1942, pp. 35-48.
15. Iggers, Georg G., Yirminci Yüzyılda Tarih Yazımı, İstanbul 2000.
16. Jenkins, Keith, Re-thinking History, London 1991.
17. Kabadayı, Talip, Nietzche ve Eğitim, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, No. 20, Ankara 2001, pp. 180-184.
18. Karabağ, Ş. Gülin, “Tarih Öğretmeninin Meslekî Bilgi ve Becerilerini Şekillendiren Unsurlar”, G.Ü. Gazi Eğitim Fakültesi Dergisi, Vol. 22, No. 1, Ankara 2002, pp. 211
19. Page, James Smith, “Peace Education and the Teaching of History”, The History Teacher, 1985, No. 37, pp. 42-56.
20. Samec, Charles Edward, “Teaching for Historical Understanding in British Schools, The History Teacher”, Vol. 13, No. 1, November 1979, pp. 61-69.
21. Solomon, http://www.usip.org/congress/testimony/2003/1030_ solomon.html (20.06.2007).
22. Stradling, Robert, 20. Yüzyıl Avrupa Tarihi Nasıl Öğretilmeli, Trans. Ayfer Ünal, İstanbul 2003.
23. Tarih Eğitimine Eleştirel Yaklaşımlar, Ed.: Oya Köymen, Türkiye Ekonomik ve Toplumsal Tarih Vakfı, İstanbul 2003.
24. Tarih Öğretiminde Çoğulcu ve Hoşgörülü Bir Yaklaşıma Doğru, Tarih Vakfı Yayınları, Kasım 2003.
25. Tarih Öğretiminin Yeniden Yapılandırılması, (People in Charge of Project: Ülkü Özen, Hülya Hatipoğlu), Türkiye Ekonomik ve Toplumsal Tarih Vakfı, İstanbul 2000.
26. Tarihin Kötüye Kullanımı, Tarih Vakfı Yayınları, Kasım 2003.
27. Taylor, Catherine, Matthew T. Downey; Fay Metcalf, “Using Local Architecture as an Historical Resource: Some Teaching Strategies”, The History Teacher, Vol. 11, No. 2, in February 1978, pp. 175-192.
28. Tekeli, İlhan, Tarih Bilinci ve Gençlik, İstanbul 1998.
29. Thelin, Bengt, “Early Tendencies of Peace Education in Sweden”, Peabody Journal of Education, Vol. 71, No. 3, Peace Education in a Postmodern World, 1996, pp. 95-110.
30. Thompson, David, Tarihin Amacı, Çev. Salih Özbaran, İzmir, 1983.
31. Tosh, John, Tarihin Peşinde, Çev. Özden Arıkan, İstanbul, 1997.
32. Tuncer, Hamdi (Ed.), Tarih Eğitim ve Tarihte "Öteki" Sorunu, Yurt Yayınları, Nisan
33. Wells, Leah C., “A Culture of Teaching Peace” http://www.commondreams.org/views03/0616-01.htm (20.06.2007).
34. Wilson, Woodrow, “Fourten Points Speech”, http://en.wikisource.org/wiki/Fourteen_Points_Speech (08.03.2009).
35. Yıldız, Özgür, “Türkiye’de Tarih Öğretiminin Sorunları ve Çağdaş Çözüm Önerileri”, http://sbe.erciyes.edu.tr/dergi/sayi_15/11_yildiz.pdf (20.06.2007).
36. Yılmaz, Levent, Tarih Nasıl Yazılmalı? Ya da Yazılmalı mı?”, Tarih Yazımında Yeni Yaklaşımlar –Küreselleşme ve Yerelleşme”, Türkiye Ekonomik ve Toplumsal Tarih Vakfı, İstanbul 2000, pp. 73-83.