Educaţia istorică - între discursul politic şi identitar în Republica Moldova:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Romanian English |
| Veröffentlicht: |
Chişinău
Pontos
2010
|
| Schriftenreihe: | Istorii şi documente
Monografii ; 3 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Beitr. teilw. engl., teilw. rumän. - Zsfassung in engl. Sprache |
| Beschreibung: | 363 S. Ill. |
| ISBN: | 9789975511643 |
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Datensatz im Suchindex
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| adam_text | CUPRINS
Mulţumiri
.....................................................................................................................................................................8
Prefaţă (Ion Eremia)
.....................................................................................................................................................9
Introducere
.................................................................................................................................................................11
I.
Rolul istoriei în dezvoltarea societăţii
1.
Despre istorie şi istorici
..........................................................................................................................................14
2.
Despre istorie şi politică
.........................................................................................................................................15
3.
Dreptul la istoria adevărată
....................................................................................................................................16
4.
Despre învăţământul istoric şi identitatea naţională
.............................................................................................16
5.
Despre predarea istoriei în şcoală
..........................................................................................................................17
6.
Locul curriculumului la istorie în sistemul educaţional naţional
............................................................................21
7.
Importanţa manualului şcolar în realizarea obiectivelor educaţionale
..................................................................22
II.
Predarea istoriei în Republica Moldova
-
între ideologie şi propagandă politică
1.
Politica Partidului Comunist în perioada
URSS
-
poluarea ştiinţei istorice
............................................................25
2.
De la ideea naţională la curriculumul naţional
(1988/89-2001).............................................................................27
3.
Elaborarea şi publicarea manualelor şcolare de istorie
(1991-2009).....................................................................46
4.
Istoria, între reformă, contrareformă şi modernizare
(2001-2010).......................................................................66
5.
Predarea istoriei în şcolile din regiunea separatistă nistreană
.............................................................................118
Concluzii şi Recomandări
.........................................................................................................................................125
Izvoare şi
bibliografìe
1.
Acte normative naţionale, rezoluţii, decizii, recomandări europene şi internaţionale
........................................133
2.
Manuale şcolare publicate în Republica Moldova (în română şi rusă)
.................................................................136
3.
Surse didactice auxiliare (în română şi rusă)
........................................................................................................141
4.
Manuale şi surse didactice din RMN
....................................................................................................................146
5.
Literatură ştiinţifică
..............................................................................................................................................148
6.
Publicaţii
mass-media
şi beletristică
....................................................................................................................165
7.
Resurse
online
......................................................................................................................................................167
Sumar în limba engleză
............................................................................................................................................169
Anexe
........................................................................................................................................................................177
Indice de nume
.........................................................................................................................................................354
CONTENT
Acknowledgements
......................................................................................................................................................8
Preface (Ion Eremla)
.....................................................................................................................................................9
Introduction
...............................................................................................................................................................11
I. The role of history in the development of society
1.
About history and historians
..................................................................................................................................14
2.
About history and politics
......................................................................................................................................15
3.
The right for right history
.......................................................................................................................................16
4.
About history education and national identity
......................................................................................................16
5.
About history teaching
...........................................................................................................................................17
6.
The place of history curricula in the national education system
............................................................................21
7.
The role of textbook in achieving educational objectives
......................................................................................22
II. History teaching in the Republic of Moldova between ideology and political propaganda
1.
The Communist Party policy during the USSR
/
pollution of the history science
...................................................25
2.
From the national idea to the national curricula
(1988/89-2001).........................................................................27
3.
Elaboration and publication of the history textbooks
(1991-2009).......................................................................46
4.
History, between reform,
contra-reform
and modernisation
(2001-2010)...........................................................66
5.
History teaching in schools from Dnlestrian separatist region
.............................................................................118
Conclusions and Recommendations
.......................................................................................................................125
Sources and bibliography
1.
National normative acts, resolutions, decisions, European and International recommendations
......................133
2.
The list of history textbooks published in the Republic of Moldova (in Romanian and Russian)
.........................136
3.
Additional didactical resources (in Romanian and Russian)
.................................................................................141
4.
History textbooks and didactical resources in
Transnistria ...............................................................................146
5.
Scientific literature
...............................................................................................................................................148
6.
Mass-media publications and belletristic
.............................................................................................................165
7.
On-line sources
.....................................................................................................................................................167
Summary
..................................................................................................................................................................169
Annexes
....................................................................................................................................................................177
Index
.........................................................................................................................................................................354
Istoria este o ştiinţă periculoasă
I
SUMMARY
The work is the result of the project
Geschichtslehrbücher
zwischen politischer
Propaganda,
nationalistis¬
chen Konstruktionen und Wissenschaft Untersuchungen zur Entwicklung des Schulfaches Geschichte in den
posttotalitären Staaten Südosteuropas am Beispiel der Republik Moldau, der Ukraine und Rumänien
started
¡η
2005
and completed
¡η
2008,
implemented
¡η
partnership with
„Georg Eckert
Institute for International
Analysis of Textbooks and due to the financial support of
„Gerda Henkel
Foundation, Germany.
The work comprises the following parts: introduction, the role of history in society development, teaching
history in the Republic of Moldova
-
between ideology and propaganda, conclusions and recommendations,
sources and bibliography, summary in English and index of names, the main text being enriched with tables,
annexes, and pictures (the table of contents is attached).
In Chapter I, The Role of History in Society Development, the author approaches several aspects regarding
history as science, the relations between history and politics, the right of every citizen for access to authentic
history, relations between history education and national identity, the role and importance of history in the
system of education, the place of history curriculum in the national system of education and the importance of
the school textbook in achievement of the educational objectives.
In Chapter II, History Teaching in the Republic of Moldova: Between ideology and political propaganda,
the following issues are discussed: the policy of the Communist Party in the Soviet times
-
pollution of history
science, from the national idea to the national curriculum
(1988/89-2001),
development and publishing of the
school history textbooks
(1991-2009),
history between reform and counter-reform
(2001-2009)
and history
teaching in
Transnistria
separatist region.
Thus, the work is centered on both aspects that refer to the importance of history teaching in general and
the ones regarding the evolution of history education in Moldova, particularly. By means of this study, the
author intended to make public a thorough analysis of the evolution of the processes of development, change
and implementation of history curriculum and textbooks in the Republic of Moldova from
1990
to
2009.
At the end of the work, the author included a series of conclusions and recommendations addressed to
the Government of Moldova regarding qualitative reform of history teaching and overcoming of the identity
conflict in the context of history teaching.
This piece of writing is supported by a series of annexes that represent history documents and two Analysis
Reports of the history textbooks from the Republic of Moldova
(2005, 2006)
hidden by the communist gover¬
nments and gained by the author only after a series of lawsuits. At the same time, the work is supplied with a
list of school history textbooks developed in the Republic of Moldova in
1995-2009.
The relation between history textbooks and social conflicts in the Republic of Moldova represents a special
case. Soviet historiography invented, in order to justify certain political steps, the Moldovan language and
nation and counterfeited the history of the local population. The population of the Moldovan Soviet Socialist
Republic (MSSR) was subject to communist ideology aimed at replacing the Romanian identity with another,
newly-created one.
Moldovenism
became not only
a historiographie
strand but also a policy promoted for
decades by the central authorities. In the end, the people living in Bessarabia were deprived of one of their
fundamental rights
-
the knowledge of their national language and history. Given the attempts at returning to
Romanian national cultural values and the historic truth, most initiatives are treated today by leftist political
parties and some organizations, representing ethnic minorities, as nationalist. Most of the historians from
Moldova replayed to this by defending the Romanian identity of the majority of the population from Moldova.
They state that the Romanian nation developed in a common geographical, political, cultural, and linguistic
area during the centuries. The historical evolution of Eastern Europe and especially the great-power politics of
the 18th-20th centuries in this particular space disturbed the Romanians integrity. This discussion, however, is
not closed yet and it does not take place only in history books.
In an attempt to trace the way in which the definitions of national identity and history education have deve¬
loped since the declaration of independence to the present day, we can observe several stages:
1.
1988/89-1991 -
the national movement culminated in the declaration of the sovereignty and indepen¬
dence of the Republic of Moldova, the transition to the Latin alphabet, the replacement of the history of the
USSR and history of the MSSR courses with world history and the history of the Romanians.
II.
1992-1995 -
the War in
Transnistria, was
a military conflict, but speculated on Moldova s national iden¬
tity and interethnic relations. The accession to power of the Agrarian Party resuscitated the discussion around
language and history. The promotion by the Agrarians of the
Moldovenism
policy led to increased tensions
inside the country and the setting of the Moldovan language into the Constitution of Moldova. Moldovan
language and Moldovan nation firstly appeared as an invention of the Stalinist propaganda in order to justify
-169-
Sergiu
Musteaţă
the military intervention and annexation of Bessarabia to the USSR. The intention to name the spoken by majo¬
rity of the population language as Moldovan, has a political aim. However, today in schools the studied subject
is Romanian language (not Moldovan), despite the fact that Constitution stipulates the „Moldovan language .
III.
1995-2001 -
the History enters the phase of curriculum reform. During this period the political crisis
around the school subjects of Romanian language and history became extremely intense. In March
1995
the
Government of Republic of Moldova made the decision regarding exclusion of the course of History of Roma¬
nians from schools. This provoked huge street demonstrations for two months. After long negotiation the
President of the state elaborated a decree which established a moratorium on this issue. The previously taught
courses of World History and History of Romanians were to be continuously studied in schools. Based on this
conception after words was elaborated national curriculum and published textbooks. As a result of street
rallies in the spring and fall of
1995
the government approved the school programs for World history and the
history of the Romanians. Later the national curricula for the two subjects of history and the corresponding
school textbooks were approved by the Government of Republic of Moldova.
IV.
2001-2009 -
The communist government came to power in February
2001
elections. The relationship
between the government and historians put again the subject of history in the public s attention. For example
the Communist Government did not support the publishing of the history textbooks for 8th and 9th grades.
The finance by the World Bank for the secondary schools project was interrupted and the textbooks were
published at the expenses of the publishing houses. But, in the conclusions of textbooks workshop of the
Seminar on Teaching history in Moldova
(Chişinău,
24-26
September
2002)
organized by Ministry of Education
and Council of Europe we can see that participants also agreed that it is necessary to continue the develop¬
ment and introduction of the textbooks for Grades
8
and
9 .
V.
2009-2010 -
modernization of the history curricula. Since November
2009
the Democratic Government
begin the process of modernization the school curricula, including history.
When the Communist Party came to power in
2001,
the discussion around history teaching in Moldova was
rekindled. The communist government has been trying hard to change the name and content of the History of
the Romanians course into a History of Moldova, and after seminars organized in September
2002,
February
and October
2003
by the Ministry of Education in cooperation with the Council of Europe the idea of an Inte¬
grated History course reappeared. An integrated course means no specific differentiation between national
and world history, and has a balanced representation of local to world history. The idea of a course in inte¬
grated history is not new in Moldova; in
1994
the spouses
Valentina
and Vasile Haheu published in Chisinau
a textbook of (integrated) ancient history for the 5th grade, which is replete with conceptual, scientific and
methodological errors, which triggered severe criticism in academic circles, schools and the mass media of
Moldova. Even though this textbook was distributed by the Ministry of Education to schools, it remained prac¬
tically idle. The more so that it was largely plagiarized from other school history textbooks and the ancient
national history was given, in the context of the world ancient history, only a few pages.
Many historians in Moldova viewed this attempt as Communist Party s continuation of the tradition of
Soviet historiography, concerning the Moldovan nation and language, an effort to develop further the coun¬
terfeit identity of the Moldovan state and nation as separate from Romanian. The new administration s policy
included both internal and external measures to promote a Moldovan identity. Thus, the Chisinau government
which refused to sign agreements of cultural cooperation ignored the scholarships offered by Romania to
Moldovan children and students produced the cooling of relations between Moldova and Romania in
2001-
2004.
Internally this campaign was focused against the History of the Romanians course under the pretext that
this is the history of another country , that its teaching undermines Moldova s statehood , that our children
don t study enough of the history of their native communities , etc. With these arguments the Communist
authorities try to achieve support from various international governmental and nongovernmental organiza¬
tions in order to maintain this policy.
Civil society, in general, and the academic community, in particular, is against the involvement of politics
in history education. Thus, at the Congress of the Historians of Moldova, held on 1st of July
2001
in Chisinau,
university professors and school teachers of history, scientists and people of culture, students from various
universities protested against the communist government s attempt to replace the History of the Romanians.
It was adopted the declaration For the Defense of National Dignity, Cessation of Romanophobia and Vilifica¬
tion of the History of Romanians. The participants at the Congress also asked the leadership of Moldova to
stop their campaign of vilifying the History of the Romanians course and pressuring scholars. The intellectual
community of Moldova thus, tried to defend the right to its Romanian history and identity. In November
2001
the leadership of the Historians Association of Moldova published a declaration against the pressure from the
central authorities to introduce the History of Moldova course, as a landmark in Moldova s statehood. They
-170-
Istoria este o ştiinţă periculoasă!
drew the public s attention to the fact that such actions were pursued in order to use history to the ideological
interests of the Communist Party of Moldova.
Ignoring the opinion of civil society and historians, the communist government issued a decision in late
2001
introducing the Russian language as a compulsory school subject, starting in the second grade, which triggered
major protests by parents, teachers, pupils and society as a whole. During the period of rallies in downtown
Chişinau
a small group of people required the president of Moldova to introduce without delay the History of
Moldova course as, according to them, the History of the Romanians contributed to the destruction of the
Republic of Moldova . Under the circumstances, on
1
February
2002
the Historians Association of Moldova
addressed to the authorities a memorandum in which historians and scholars expressed their concern around
the attempts to institute a dictatorial regime and resume the old practices of indoctrinating the population
with false and distorted ideas regarding the past of the Romanian people and especially of the Romanians
living in Bessarabia as a component part of the Romanian nation . The authors of the memorandum asked
the Moldovan authorities to respect and promote scientific truth in issues of national language, literature and
history, and stop the Romanophobia campaign and the vilification of the Romanian language and history. This
opinion was supported by the participants at the 1st Congress of Historians from Republic of Moldova which
held in
Chişinau
on July
1, 2001.
In spite of the mass protests in
Chişinău s
main square, on
12
February
2002
the Minister of Education and
five department directors of the Ministry of Education fully endorsed the Governmental Resolution on the
introduction of the History of Moldova as a subject in schools, high-schools, universities and post-graduate
institutions as of
1
September
2002,
and on
15
February this resolution was approved at a governmental
meeting. This reckless decision enhanced the force of protests by teachers, students and other social and
professional groups. Prime-Minister Vasile Tarlev considered a personal responsibility the adoption of those
decisions because the majority of independent states have their own histories , while the Vice-Prime-Minister
Valerian Cristea stressed that the Decision had been adopted following numerous requests of the parents.
Historians responded by asking questions as: Why there were no such requests in the previous ten years? and
From which parents came the requests since the school children who protested on
24
February were accompa¬
nied by their parents?
For a smooth implementation of this course a decision was taken to develop a textbook of the History of
Moldova. This was an initiative of President Voronin, who appointed in
2001
one of the champions of
Moldo¬
venism ,
Vladimir
Ţaranov
editor of the textbook.
On
22
February
2002
the government of the Republic of Moldova approved a resolution On steps to
improve the study of history , which revoked the decision of the executive from 15th of February
2002
concer¬
ning the implementation of the History ofMoidova as a discipline to be taught in the educational institutions
of Moldova. However, by this resolution Vice-Prime-Minister Valerian Cristea was charged to create a state
commission for the development of the concept of the History of Moldova. Thus, this was a clear sign of the
decisiveness of the communists, who wanted to force the History of the Romanians out of school, who might
delay immediate realization of the project because of the street protests, but have not renounced it.
On March
20, 2002,
the Scientific Council of the Institute of History of the Academy of Sciences of Moldova
adopted a decision On the teaching and study of the History of the Romanians in the educational and academic
systems ofMoidova. On March
26, 2002
the Academy of Sciences of Moldova voted by a majority to preserve
the History of the Romanians in schools. Initially, the ex-president of the Academy of Sciences, Andrei
Andrieş,
supported certain changes in the history research in Moldova. The heavy criticism that followed in the mass media
and academic circles severely affected his public image and authority and influenced a change in his position.
In tune with other academic institutions, the Historians Association of Moldova expressed numerous times
¡ts support for the preservation of the History of the Romanians and World History courses in schools and other
educational institutions of the country. The historians of this organization pointed out many times the fact
that the national history was undergoing essential changes, which were fully justified in a period in which the
historic discourse was evolving, and that was totally against the professional ethics and any moral principles of
historians to harness those changes to purposes dictated by the politics.
In the wake of visits paid by European experts, and as a reaction to the rallies in
Chişinau,
on
24
April
2002
the Parliamentary Assembly of the Council of Europe adopted Resolution
1280 (2002)
On the functioning of
democratic institutions in the Republic ofMoidova, which provided for an extension of the existing moratorium
on the reforms concerning the study and status of the Russian language, as well as the changes in the history
curricula. Disregarding the resolution, Vice-Prime-Minister V. Cristea created a commission for the implemen¬
tation of the History ofMoidova course, which was largely composed of people supporting the elimination of
the History of the Romanians.
-171-
Sergiu
Musteaţă
On September
26, 2002,
the Parliamentary Assembly of the Council of Europe adopted the Resolution
1303 (2002)
whereby the Assembly expressed its satisfaction with the fact that the Moldovan authorities had
maintained the moratorium on the reforms concerning the study of Russian, its status and changes to history
curricula, which, according to the Resolution, permitted the preservation of stability in the country. However,
the Russian language is studied as a mandatory discipline in school starting with grade 5th and new textbooks
for history have been elaborated.
In
2002
the Government of the Republic of Moldova launched a competition for the best concept of history
teaching in Moldova and through the Moldovan Embassies asked the European countries to provide sugges¬
tions on reforming the History Teaching in Moldova. In February
2003
the Moldovan Government collected
the so-called
42
concepts and transmitted to the Secretariat of the Council of Europe. Out of the
42
concepts,
the Committee of Experts selected just five that were also approved by the Council of Europe delegation which
also suggested „that these five concepts should be developed further into, possibly, one or two concepts which
would be acceptable to all the parties involved . In February
2003,
the Ministry of Education of Moldova sent
a set of Moldovan history textbooks to the Secretariat of the Council Europe, via the Permanent Represen¬
tation of Moldova. The Secretariat was asked to see whether the
Georg Eckert
Institute could analyze them.
The Council of Europe decided to give a necessary support to
Georg Eckert
Institute to carry out an expertise
on the present history school textbooks and also to invite the Moldovan textbook authors and the authors of
the curriculum outlines to the Institute to discuss the analysis and make recommendations. During
2003,
the
Council of Europe supported the foundation of the Teacher s Training Centre and became a member of its
Board. The Council of Europe agreed with the Moldovan Government that the Center will be a non-govern¬
mental entity, but the members of the Board can be members of the Government (e.g. Mrs. V. Haheu and V.
Cristea who in fact are against Moldovan Law on
NGOs
and the principles of activity of
NGOs.
In April
2003
the 2nb Congress of Historians from the Republic of Moldova condemned the interference
of the Communist Government in the field of historical education and declared the existing concept of histo¬
rical education: two courses History of Romanians and World History , as a scientific foundation for the
education of the young generations. The participants also called on all history teachers from the Republic of
Moldova to support them in the attempts to educate cultivated citizens, aware of their mission in the history
and contemporary world society, profoundly harbored in Europeanism.
During
2002-2003,
the Council of Europe and the European Association of History Teachers EUROCLIO were
actively involved in the development of a new history concept for Moldova. Representatives of these inter¬
national organizations have often visited Moldova for supporting and participating in training seminars. By
their presence at such meetings they managed to introduce a multilateral and objective approach regarding
history education in Moldova. During the meeting of the Council s of Europe experts with president of the
Republic V. Voronin, which was held in
Chişinău
on February
18, 2003,
the president said that the govern¬
ment had decided to renounce to its initial idea to change the name of the course on national history into the
history of Moldova and replace it with the idea of an integrated course for history . He also mentioned that a
depoliticised history only revealing the historical truth. The new history curriculum should be based on the
principles laid down in the Council of Europe Recommendation, on history teaching in the twenty-first-century
(Rec
(2001) 15)
and should reflect the multicultural composition of the Moldovan society. He also emphasized
that such approach to the teaching of history would also be helpful in the integration process of Moldova into
Europe. At the of the Seminar Mrs. Cardwel Alison, representative of the Council of Europe said „Both the
experts and President Vladimir Voronin have agreed on the necessity to have a single course of history that
would include all courses and would reflect the multiple cultures in Moldova. We must do what has been done
in other European countries . The support showed by these organizations to the Integrated History course
provoked disagreement of the Moldovan historians, who stated that this change contrasts with the current
educational.realities of the country. Some foreign experts responded by insisting on a single course of history,
branding as nationalists those local historians who plead for the preservation of the two courses of history: the
history of the Romanians and World history. M. Stobart described of the Council of Europe s discussions about
a single course and textbook for history teaching. In
1997,
the Standing Conference of European Ministers of
Education condemned the idea of trying to impose a uniform or standardized version of European history
in schools in member states . On the other hand, the Ministers pointed out that the changes in Central and
Eastern Europe offer an opportunity to give a fully European dimension to history curricula in schools . They
recommended that the education authorities should review their curricula to ensure that they reflect the
richness of the history of Europe .
The discussions that took place in Germany at the
Georg-Eckert
Institute, during
2003-2006,
between histo¬
rians from Moldova and other countries led to the identification of some elements of the national history curri-
-172-
Istoria
este o ştiinţă periculoasă!
culum
and textbooks that need to be improved. However, there were no suggestions to replace them by other
textbooks. The participants of the seminar which held in Braunschweig on June
25-29, 2003
mentioned that
intention to replace history curricula and textbooks in Moldova is like revitalization of the Stalinist conception
on creation of the Nation, Language and History of Moldovans as different then Romanians , which is totally in
contradiction with Council of Europe s Recommendation
15 (2001).
Meanwhile, the Ministry of Education started an experiment whereby a new course, the Integrated History
was introduced on
1
September
2003
in
50
schools across the country. Neither the way the schools had been
selected, nor their list was made public. In the school year
2004-2005
the number of schools involved in the
experiment increased, according to the Ministry of Education, to
150,
and in year
2005-2006
the number was
increased up to
400,
which is difficult to verify. Thus, the secret experiment with a course of integrated
history reveals the political interest of the current government against History of Romanians. The lack of a
concept, strategy, and transparence in the realization of the experiment, as well as the nominalization of
authors of the textbooks for this course by the Ministry of Education, done on
non
-
open competition basis
unmasks the politicized goal for supporting this Integrated History course. The Communist authorities have
distorted the concept of an integrated history by adjusting it to their political ideology. During
2002
and
2003
some Moldovan officials declared that History of Romanians creates barriers for integration of Moldova in
EU
and solution of the conflict with
Transnistria.
Experiment and these declarations provoked new tensions in
the society. Regarding to the situation in
Transnistria,
this region continued using the traditional standards for
history education of the Russian Federation (its means the same teaching program and the same number of
hours). The school program is including two course World history and History of the Fatherland, which means
the history of Russia, the USSR and independent
Transnistria.
Through a Declaration from September
10, 2003
and then during a press conference, the Association of
Historians of Republic of Moldova declared that the experiment of the Ministry of Education is supporting
soviet historiography dogmas about „Moldovan people being a different entity than Romanians and they
asked Ministry of Education to stop this experiment and to maintain the two courses of history in the Moldovan
schools. One month later, more than
300
participants at the General Assembly of the History Teachers from
Republic of Moldova, which was held in
Chişinău
on October
26, 2003,
asserted that
„
the Communist leader¬
ship planned a diabolic experiment aimed to liquidate the national identity of the majority population and to
create an artificial nation inside the present political borders of the Republic of Moldova . In the final declara¬
tion it is mentioned that „We inform the public opinion that the curriculum and the existing history textbook
have been elaborated with participation of the Council of Europe experts and approved by the College of
Ministry of Education. They correspond to provisions of the International Convention concerning autochthon
people from June
27, 1989,
which stipulate that:
„...
history textbooks and other didactic materials should
contain a verdict, precise and informative description concerning society and culture of autochthon peoples .
Thus, they criticized the national history textbooks that for the majority of population are the only source of
information about our historical past.
In July
2004
the Minister of Education Mr. V. Beniuc declared that the new textbooks authors were nomi¬
nated by Ministry in April
2004
and the textbooks will be ready at the beginning of the new school year
(September
1, 2004).
But in
2006
the new Minister of Education Mr. V.
Ţvircun
said that these authors partici¬
pated in the competition and were selected through a just selection process which is a false statement. Indeed,
in
2004
Ministry of Education announced the competition for writing new history textbooks, but most of histo¬
rians and publishing houses refused to participate in this process as considered it undemocratic and without
any conceptual support. So, Minister V. Beniucjust nominated in
2004
the leaders of the new history textbooks
authors teams. So, it s difficult to assert that it was a real democratic and transparent process.
In
2005
the Ministry of Education excluded the final exams on the subjects of History of Romanians and
World History from the list of exams for High Schools. For social science, the High School was proposed to
conduct the exam in Geography and for the rest of schools the Ministry proposed History as an optional exam.
These changes challenged again the public opinion. The leaders of professional association (A. Petrencu and
L· Stavinschi) asserted that the history teachers associations are not supporting this decision and looked at it
as a new interference of the Communist Government in the problems of history teaching. This position was
supported by the participants at the 3rd Congress of Historians of Moldova which was held on November
5,
2005
in Chisinau.
On November
30,2005,
president Voronin convoked a meeting with members of the Government and Parli¬
ament and discussed the problem of implementing the course of integrated course of history, based on Council
of Europe recommendations. Voronin mentioned that implanting this course is part of Moldova s efforts to
bring the national educational standards to the European level. He also said that, new textbooks should have
-173-
Sergiu
Musteaţă
better quality and price, and that the commercial factor should be excluded from the evaluation, editing and
distribution of books to schools.
On July
27, 2006
the Ministry of Education approved the decision of introducing the course and textbooks
of integrated history in the pre-university education starting September
2006.
Hence, following September
1,
2006,
the Ministry of Education introduced in all secondary school new curricula of History, with one course of
History, excluding previous two courses of History of Romanians and World History. Also, Ministry of Education
distributed the new history textbooks in all schools and demanded schools to stop using other textbooks. This
situation again generated an opposing reaction from teachers, professional organizations and civil society that
pointed out to the multiple mistakes in the content of the new books. In many national newspapers were publi¬
shed articles about quality of new textbooks. The most criticized textbooks were for 9th and 12th grades, which
content a lot of pictures and comments of actual Communist government and leaders.
In this very difficult situation the president V. Voronin convoked on September
29, 2006
another meeting
with participation of the most well-known historians from Republic of Moldova and he said that for the first
time he was getting involved in the discussions of teaching integrated history in Moldovan schools. Moldova
has to do a lot of political, legal, economical, social and educational reforms according to the Moldova-EU
Action Plan, but the problem of history teaching is just a political speculation of the Communist Government,
to show that they are acting according to European values.
During this meeting, Voronin said Educating through history is our first step, in the process to attend the
general-human values, accepted by the European Union. The introduction of the integrated course of history
in our educational institutions is just a small step in the process of integrating our country into Europe
-
a very
important step. Voronin also mentioned, that School is not a polygon for battles and exercises of scholars.
At the same the chair of teacher cannot be a political tribune. During the Iastl5 years the Republic of Moldova
has been an international law subject and our country is not
a Gubernia
or province of some others states, but
has its own contemporary state symbols with multi-century traditions, culture and history .
That is true, since
1991
we are an independent country, but before that, our territories were linked with
various European political and historical events, as part of: the Medieval state Moldova
(15-17
cc), Russian
Empire
(1812-1917),
Great Romania
(1918-1940, 1941-1944)
and U.S.S.R.
(1940-1941, 1944-1991),
and we
cannot speak about own multi-centuries history without taking in account all these historical contexts.
President s declaration about political involvement in history research and teaching is contradictory,
because the Communist Government is promoting exactly the opposite things. Most of historians participating
at this meeting criticized the new history textbook and at the end of discussions, president Voronin asked to
exclude all the mistakes from these textbooks as urgently as possible. He also, suggested to create a group of
experts under the Institute of History and Law of Academy of Science to develop the second edition of the inte¬
grated history textbooks, and invite all interested institutions and organizations to participate in the editing
process. Hence, after this meeting, in November
2006,
a
35
member Commission for scientific expertise of
history textbooks was created at the Academy of Science of Moldova.
Since the decision of the Ministry of Education to introduce a new curriculum and textbooks on integrated
history in Moldova we can see a new wave of activism of the Moldovan society against this decision. Hundreds
of declarations in local mass media of diverse institutions and groups of people (political parties, professional
organizations, mass media organizations, group of teachers and parents, Parliamentary debates, etc.)
On December
22, 2006,
after two months of evaluating the content of the new history textbooks, the State
Commission approved the evaluation report. But at the final meeting only
19
members from
35
participated
and just
8
of them voted for the final decision. Most of historians left the meeting because they thought that
many of the reviews
(cca.
40)
criticized the new textbooks, but the leaders of the Commission tried to push for
a positive decision, which finally prevailed.
Chirii
Stratievschi, chief of the Commission, declared that the final
decision is based on the vote of the majority of the members of Commission. The Commission admitted that the
textbooks content had mistakes (conceptual, linguistic, facts, technical, and ethic) which should be excluded
during the next
2
years. The Commission held the Ministry of Education responsible for these mistakes, but
recommended that teachers use the textbooks while being critical on the controversial issues. The Ministry of
Education was to elaborate and distribute appendices to these books {as errata) in all the schools.
V.
Ţvircun,
Ministry of Education declared that introduction of new curriculum and publishing the new text¬
books was accomplished with the recommendation of the
Georg Eckert
Institute for Textbook Analyzing from
Braunschweig, Germany, which again is not true. As we mentioned early, the Government asked the Council
of Europe and the
Georg Eckert
Institute to offer these authors their expertise in textbook research. The
Georg
Eckert
Institute stressed that its role in the process of textbook development was to help improving the didactic
quality of the work and supporting the textbook authors in their efforts towards an integrated approach to the
teaching and learning of history.
-174-
Istoria este o ştiinţă periculoasă
I
In the
Georg Eckert
Institute Press Release from December
15, 2006
it is mentioned that The
Georg Eckert
Institute has no mandate to approve textbooks neither in the German nor in the international context. The
Georg Eckert
Institute s role is that of a consultant body. Thus its expertise did not substitute the comprehen¬
sive internal process of reviewing the textbooks, or the procedures of textbook approval. The
Georg Eckert
Institute has supported the Moldovan Government in its undertaking to improve history teaching and text¬
book writing, yet the
Georg Eckert
Institute has not approved the textbooks and their content . The German
Institute s experts reviewed the new school textbook manuscripts and mentioned that none of the manu¬
scripts reached fully the goals set by the Moldovan curriculum. Some were still far from meeting the new
methodological standards at all . The experts recommended serious reworking of all of these books and did
not suggest that they should be published in the form they were submitted for review
.
Also, the
Georg Eckert
Institute was not of the opinion that the new textbooks should replace the previous ones exclusively. On the
contrary, given the shortcomings of the new textbooks, use of the previous textbooks in addition to the new
ones seems to be a beneficial approach .
The recent attempts to change the history teaching and develop new textbooks practically stopped the
previous history curricula reform in Republic of Moldova. The Ministry of Education has not supported the
publishing of all history textbooks for secondary schools sponsored through a World Bank project, but initiated
the elaboration of a new set of textbooks. The critics argue that instead of evaluating the old textbooks, a list
with necessary changes should be developed and an open competition for textbook authors should be laun¬
ched for supporting really democratic educational reforms in our society.
In the majority of Western European countries, the history education goes beyond the national framework
and is now moving towards a common European history. Moldova has not embraced this approach yet. Now,
when the Republic of Moldova has the opportunity to go back to its own history, get rid of the remnants of the
false version of history promoted during the Soviet times and develop a comprehensive accurate history that
may incorporate regional and European elements. More important, as the community of historians of Moldova
stated, this process of creating a single history course in the Moldovan schools should have a natural evolve-
ment, based on democratic principles and supported through public debates.
For more than a decade of independence, the concept of history education has been developed and imple¬
mented in Moldova. Two complementary courses of history were introduced in schools
-
the History of the
Romanians and World History
-
which ensured a very good assimilation of the national and world history.
When the national curriculum was approved, this permitted the development of school history textbooks,
which evolved in terms of quality of their design, subjects and educational content. Since September
1, 2006
by introducing a new curriculum and one-single course of History, Ministry of Education stopped this process.
Publishing a new series of textbooks was again a fiasco of the current Ministry of Education. The History
teaching in schools is based on textbooks published with the support of the World Bank and the new books
remain to be just complementary materials. Throughout history the historians have been trying to revitalize
the national identity, which was consequently oppressed during the totalitarian period. Now they are accused
of Nazism and xenophobia.
The issues of language and history in Moldova have remained issues of political importance, preserving a
state of tension in society. The identity problem still remains central in this context: some people would see
themselves Romanians
-
supporting the Romanian History and Romanian language, and others would consider
themselves Moldovans
-
embracing the idea of a Moldovan language and Moldovan History. For more than a
decade, the Republic of Moldova has been looking for its national identity, facing a modern dilemma of state
independence and national identity. Indeed this problem is not so easy to solve, when the society is divided
over this issue.
History education in post-totalitarian states, such as the Republic of Moldova, for too long time has been
both a political and academic issue. Unfortunately, we can see that in Moldova, the History curriculum and
school textbooks became a political and ideological subject. Committed politicians and some historians in
Moldova still try to create a myth around the historical facts in order to justify certain steps and political
actions that are counter to all the principles of history research. These achievements only create tension and
even social and political conflicts in our society.
In the context of the socio-political, economic and cultural changes of the end of the 20th century, the Repu¬
blic of Moldova is laying down the foundation of a state based on democratic principles. The main problem
experienced by this political entity in its endeavor to assert itself since the declaration of independence and to
the present day has been its national identity
-
a subject closely linked both to the history and the language of
the majority population as well as to the attitude of the country s ethnic minorities towards it. The excessive
involvement of the communist authorities in (re)writing the history has triggered each time major revolts and
social movements.
-175-
Sergìu
Musteaţă
The measures taken by the former communist government after the events of April
2009
prove the aggres¬
sive attitude towards those who consider themselves Romanians, towards language and history of Romanians.
The letters signed by the Prime-Vice-Minister, V. Stepaniuc, addressed to the Prime-Minister, Z. Greaceanii,
and the President of Moldova, V. Voronin, emphasizes this idea by submitting suggestions aimed at fighting
Romanian anti-state ideology. The communist government, in those eight years of being in power, attempted
to impose the ideology of the Communists Party from Moldova as a state ideology, that is against the Constitu¬
tion of the Republic of Moldova. Intruding of politics into history teaching resulted in appearance of tensions in
social life of the country; it corrupted history teaching and contributed to publishing of low-quality textbooks.
The final part of the work comprises a general analysis regarding history teaching in schools under the juris¬
diction of
Transnistria
self-proclaimed authorities. In this region, the young generation is educated by means
of history textbooks that ignite hatred and lack of trust towards Chisinau authorities and the population that
identifies itself as Romanian. The actual state of history teaching in this region does not meet the standards of
a democratic society. This attitude is especially felt at the border in the treatment of militia, army and customs
officials. Pupils from the left bank of the Dniester River study, starting the sixth form, history of Russia using
the textbooks published in Moscow, a fact that proves a direct implication of Russia in both political and educa¬
tional system of the east regions of Moldova. We have to state that the separatist authorities deny that the
fundamental human rights are violated, and sometimes even declare they are not responsible to respect them.
As a result, the involvement of international community is necessary so that
Transnistria
conflict is solved
and the respect of human rights is assured in this region.
The author comes with the list of conclusions and recommendations. In the Republic of Moldova there is no
unity and continuity in history teaching. Frequent interventions in history teaching have not allowed forming
qualitative history education in citizens. For reconciliation in history teaching and historical content in the
Republic of Moldova, some specific steps are to be taken in the following fields: politics, finance, and admi¬
nistration; publishing, curriculum design, and textbook development, as well as printing and dissemination of
textbooks. Thus, the author recommends the Government of the Republic of Moldova: to carry out a series of
actions through which they will ensure that education is a national priority; to provide a legal and legislative
background for qualitative education; to develop mechanisms of public debates on educational policies; to
bring contribution to the development of national publishing industry based on the principles of competition;
to support research referring to textbook development and assessment; to promote and facilitate exchange
of information regarding research in the field of curriculum and educational materials; to develop partner¬
ships among governmental and non-governmental institutions expressed in partnership agreements, as well
as agreements between two or more parties in the field of educational policies; to establish forms of regional
cooperation in the field of history teaching in order to educate young generations for better understanding
between neighbors; to promote mutual understanding among nations that would help understand everybody
and fight prejudice and mutual outcast; to facilitate and encourage contacts among professional associations
of historians and teachers at both the national and international level in order to allow exchange of experience,
ideas, and suggestions on curricula, textbooks, teaching methods, and research in history.
Most recommendations regarding history teaching are addressed to the Ministry of Education that has to
provide qualitative education by: assessing the situation and decide upon the perspectives of development of
history teaching; to develop the concept and curriculum of history teaching in Moldova; to develop a series
of new textbooks and teaching resources based on the criteria of quality and access to alternatives; to assure
publishing policy based on democratic values, competition, professional competence and quality; to assure
qualitative continuous education of history teachers; to begin and support research in the field of history curri¬
culum and school textbooks.
We hope that at least some of the suggested recommendations and conclusions would be useful to those
who are responsible and interested in promoting long-term and efficient educational reform in the Republic
of Moldova. The problem of language and national history in Moldova are particular cases and nobody can
comprehend them better than the native population. Intrusion of politics in history writing has always resulted
in misunderstandings and resentment and has emphasized discrepancy of the existing social problems. Taking
this into account, the problems referring to the identity discourse, language, and history have to be approa¬
ched in a professional climate and in accordance with the principles of academic research excluding any poli¬
tical influence.
-176-
|
| any_adam_object | 1 |
| author | Musteaţă, Sergiu 1972- |
| author_GND | (DE-588)157896625 |
| author_facet | Musteaţă, Sergiu 1972- |
| author_role | aut |
| author_sort | Musteaţă, Sergiu 1972- |
| author_variant | s m sm |
| building | Verbundindex |
| bvnumber | BV036696704 |
| ctrlnum | (OCoLC)705876286 (DE-599)BVBBV036696704 |
| era | Geschichte gnd Geschichte 2005-2008 gnd |
| era_facet | Geschichte Geschichte 2005-2008 |
| format | Book |
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| geographic | Moldawien (DE-588)4039967-9 gnd |
| geographic_facet | Moldawien |
| id | DE-604.BV036696704 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:46:00Z |
| institution | BVB |
| isbn | 9789975511643 |
| language | Romanian English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020615226 |
| oclc_num | 705876286 |
| open_access_boolean | |
| owner | DE-12 DE-Re13 DE-BY-UBR |
| owner_facet | DE-12 DE-Re13 DE-BY-UBR |
| physical | 363 S. Ill. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Pontos |
| record_format | marc |
| series | Istorii şi documente |
| series2 | Istorii şi documente : Monografii |
| spelling | Musteaţă, Sergiu 1972- Verfasser (DE-588)157896625 aut Educaţia istorică - între discursul politic şi identitar în Republica Moldova Sergiu Musteaţă Chişinău Pontos 2010 363 S. Ill. txt rdacontent n rdamedia nc rdacarrier Istorii şi documente : Monografii 3 Beitr. teilw. engl., teilw. rumän. - Zsfassung in engl. Sprache Geschichte gnd rswk-swf Geschichte 2005-2008 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Geschichte (DE-588)4020517-4 gnd rswk-swf Evaluation (DE-588)4071034-8 gnd rswk-swf Schulbuch (DE-588)4053458-3 gnd rswk-swf Moldawien (DE-588)4039967-9 gnd rswk-swf Moldawien (DE-588)4039967-9 g Geschichte (DE-588)4020517-4 s Unterricht (DE-588)4062005-0 s Geschichte z DE-604 Schulbuch (DE-588)4053458-3 s Evaluation (DE-588)4071034-8 s Geschichte 2005-2008 z Istorii şi documente Monografii ; 3 (DE-604)BV036696661 3 Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020615226&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020615226&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Musteaţă, Sergiu 1972- Educaţia istorică - între discursul politic şi identitar în Republica Moldova Istorii şi documente Unterricht (DE-588)4062005-0 gnd Geschichte (DE-588)4020517-4 gnd Evaluation (DE-588)4071034-8 gnd Schulbuch (DE-588)4053458-3 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4020517-4 (DE-588)4071034-8 (DE-588)4053458-3 (DE-588)4039967-9 |
| title | Educaţia istorică - între discursul politic şi identitar în Republica Moldova |
| title_auth | Educaţia istorică - între discursul politic şi identitar în Republica Moldova |
| title_exact_search | Educaţia istorică - între discursul politic şi identitar în Republica Moldova |
| title_full | Educaţia istorică - între discursul politic şi identitar în Republica Moldova Sergiu Musteaţă |
| title_fullStr | Educaţia istorică - între discursul politic şi identitar în Republica Moldova Sergiu Musteaţă |
| title_full_unstemmed | Educaţia istorică - între discursul politic şi identitar în Republica Moldova Sergiu Musteaţă |
| title_short | Educaţia istorică - între discursul politic şi identitar în Republica Moldova |
| title_sort | educatia istorica intre discursul politic si identitar in republica moldova |
| topic | Unterricht (DE-588)4062005-0 gnd Geschichte (DE-588)4020517-4 gnd Evaluation (DE-588)4071034-8 gnd Schulbuch (DE-588)4053458-3 gnd |
| topic_facet | Unterricht Geschichte Evaluation Schulbuch Moldawien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020615226&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020615226&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV036696661 |
| work_keys_str_mv | AT musteatasergiu educatiaistoricaintrediscursulpoliticsiidentitarinrepublicamoldova |