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У статті розглянуто стан розробки національної концепції історичної освіти на початок третього тисячоліття. Проаналізовано реформування викладання гуманітарних дисциплін та першочергові завдання у формуванні нового змісту історичної освіти в українській вищий школі 90-х років. В статье рассмотрено состояние разработки национальной концепции исторического образования на начало третьего тысячелетия. Проанализировано состояние реформирования преподавания гуманитарных дисциплин и первоочередные задачи в формировании нового содержания исторического образования в украинской высшей школе 90-х годов. Every political authority, even a historical one, puts forward its “own” demands on history and historians. It was, and probably always will be. This was no exception during the restoration of the Ukrainian state in the 1990s. From ideological monism, Ukrainian science has shifted to reforming social and humanitarian education in the country, including historical education. The beginning was in 1988, when the existing Soviet power, realizing that it was impossible to stop the process of change, brought it under its control, setting up a coordinating committee to develop a program for the development of historical research, to improve the study and propaganda of the history of the Ukrainian SSR. The Commission proposed to separate a course of history of the Ukrainian SSR in secondary and higher education into an independent educational discipline, to expand the number of schools with advanced study of history, and to organize training in leading universities of specialists in the history of Ukraine. But to proclaim does not always mean to do. The cardinal changes will begin later and will be discussed in this article. Until the 1990s, Ukraine had no national concept of historical education. Until 1989, the history of the CPSU was the only basic historical discipline in all higher education institutions of the USSR, as well as in the entire Soviet Union, regardless of profile of study or region. The main educational programs were approved centrally in Moscow by the General Directorate Teaching of Social Sciences of the Ministry of Higher and Secondary Special Education of the USSR. In 1989, the course of the history of the CPSU was withdrawn from the educational program of higher education institutions and was replaced by the obligatory historical discipline - “Social and political history of the XX century”. In 1990, universities were granted more rights in defining the content of training. This facilitated the deployment of a grassroots initiative to improve the content of historical teaching. The first such initiative was made by teachers and students of higher educational establishments of Lviv region, where since 1990 most courses of history of Ukraine were taught in most universities, although the official status of this course has not been determined yet by the goverment. In 1992, universities of Ukraine are moving to an in-depth study of national history, re-profiling the departments of USSR history into the departments of Ukrainian history, increasing the number of hours of studying the history of Ukraine for students of historical specialties. But a major drawback in teaching the history of Ukraine was the lack of science-based course programs. In 1993, the Scientific and Methodological Commission on the History of the Ministry of Education of Ukraine began the development of a typical program for the course of history of Ukraine as a kind of reference for the departments of history of Ukraine of higher educational institutions. The development and approval in 1993 of the program of the normative course of history of Ukraine for students of history faculties of higher educational establishments, as well as the drawing up in 1994-1996 a typical program of the basic course of history of Ukraine for other higher educational institutions contributed the development of scientific approaches to teaching Ukrainian history, and clarification of teachers’ positions on discussion issues in history. At one time with the development of the educational programs, the national concept of historical education in Ukraine was created and improved.

Nationalism, important for the unity and equality of all people living in a country, was to be bases for the many foundations of many countries. Also, nationalism was to be base for the Republic of Turkey. Ataturk and his friends issued a protocol related to the nationalism in Amasya. The nationalism defined by Atatürk reflects the philosophy of the nationalism of the Turkish Republic. Atatürk's Turkish Nationalism emphasizes a respect to the Turkish history, the unity and solidarity of the Turkish people, equality of all the people living in the country and refusing ethnic separatism. The Constitutions of the Republic of Turkey and the Basic Law of National Education indicate that nationalism is one of the main characteristics of the Republic of Turkey. As a result, the school programs implemented elementary and high schools in Turkey have to have goals and objectives related to nationalism. In this study, the goals and objectives of History and The History of Turkish Revolution and Kemalism Course Programs implemented in high schools were evaluated in terms of nationalism. Document analysis, qualitative research method, used in the study. These were History and The History of Turkish Revolution and Kemalism Course Programs. This study was limited with the goals and objectives of the programs. The results of the study showed that the goals of History Course Program include nationalism whereas the objectives of the program were not. The History of Turkish Revolution and Kemalism Course Program includes many goals and objectives related to nationalism. Furthermore, the goals and objectives about nationalism were evaluated in terms of principles of program design., Bir ülkede yaşayan tüm insanların eşitliği ve bütünlüğü için önemli olan milliyetçilik, birçok ülkenin kuruluşunun temelini oluşturmuştur. Milliyetçilik ayrıca, Türkiye Cumhuriyetinin de temelini oluşturmuştur. Atatürk ve arkadaşları, Amasya genelgesinde milliyetçilik ile ilgili bir ilkeye yer vermişlerdir. Atatürk tarafından tanımlanan milliyetçilik, Türkiye Cumhuriyeti’nin milliyetçilik anlayışını yansıtmaktadır. Atatürk’ ün milliyetçiliği Türk tarihine, Türk olan herkesin birlik ve bütünlüğüne saygıyı, etnik ayırımcılığı ret ederek ülkede yaşayan tüm insanların eşitliğini vurgular. Türkiye Cumhuriyeti Anayasası ve Türk Millî Eğitim Temel Kanunu Türkiye Cumhuriyeti’nin temel özelliklerinden birinin milliyetçilik olduğunu belirtir... Bunun sonucu olarak, Türkiye’deki ilkokul ve liselerde uygulanan programların milliyetçilik ile ilgili genel amaçları ve kazanımları içermesi gerekmektedir. Bu çalışmada Ortaöğretim Tarih ve Türkiye Cumhuriyeti İnkılâp Tarihi ve Atatürkçülük Dersleri Öğretim Programları milliyetçilik açısından değerlendirilmiştir. Çalışmada nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Çalışmada doküman olarak ortaöğretimde uygulanan Tarih ve T.C. İnkılâp Tarihi ve Atatürkçülük Dersleri Öğretim Programları incelenmiştir. Araştırma programların milliyetçilik ile ilgili genel amaçları ve kazanımları ile sınırlandırılmıştır. Araştırma sonucunda Ortaöğretim Tarih Dersi Öğretim Programının genel amaçları arasında milliyetçilik ile ilişkili amaçlar bulunmasına karşın programın kazanımları arasında yeterli sayıda ve içerikte kazanıma yer verilmediği bulunmuştur. Araştırma bulgularına göre Ortaöğretim Türkiye Cumhuriyeti İnkılâp Tarihi ve Atatürkçülük Dersi Öğretim Programının milliyetçilik ile ilişkili birçok genel amaç ve kazanım içerdiği bulunmuştur. Ayrıca programların milliyetçilikle ilişkili genel amaç ve kazanımları program tasarısı ilkeleri açısından yorumlanmıştır.

Cet article s’inscrit dans le débat entourant l’enseignement de l’histoire au Québec. Il analyse l’écart entre le rapport ministériel rédigé à la suite de la consultation sur l’enseignement de l’histoire et les propos de ceux qui ont déposé et publié des avis. Nous avons analysé 18 avis et tiré la conclusion que la plupart des intervenants souhaitaient une approche thématique de l’histoire et le maintien des trois compétences disciplinaires, en soulignant les liens indissociables entre l’histoire et l’éducation à la citoyenneté. Ces conclusions réfutent celles auxquelles le comité formé par Jacques Beauchemin et Nadia Fahmy-Eid est arrivé., Este artículo es parte del debate en torno a la enseñanza de la historia en Quebec. Se analiza la brecha entre el informe que el departamento preparó tras una consulta sobre la enseñanza de la historia y las propuestas de los que presentaron y publicaron opiniones. Se analizaron 18 opiniones y llegamos a la conclusión de que la mayoría de los oradores querían un enfoque temático a la historia y el mantenimiento de las tres competencias específicas de las materias, destacando los vínculos inextricables entre la historia y la educación para la ciudadanía. Estos resultados refutan los comité formado por Jacques Beauchemin y Nadia Fahmy-Eid., This article is concerned with part of a debate concerning the teaching of History in Quebec. It analyses the gap between a ministerial report produced after public consultation regarding the teaching of History and the actual discourse of the participants as well as published opinions. 18 reviews were analyzed resulting in the conclusion that most speakers wanted a thematic approach to History and the maintaining of the existing three disciplinary competencies highlighting the inextricable links between History and Citizenship education. These findings dispute the conclusions of the committee chaired by Jacques Beauchemin and Nadia Fahmy-Eid