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A roundtable discussion titled "The Frontlines of History Education" was organized by the Mathias Corvinus Collegium’s Debrecen training center , featuring Dr. Péter Forisek, Director-General of the Teacher Training Center at the University of Debrecen, and Richárd Fodor, Researcher at the MCC Learning Institute. The discussion focused on the essential questions: Why, what, and how should we teach?
What is the goal of history education, and how can it be effectively taught in the 21st century? In an era dominated by artificial intelligence and the internet—where the value of factual knowledge and, consequently, the "usefulness" of history itself are increasingly questioned—these are critical considerations.
Dr. Péter Forisek highlighted that the content, methods, and objectives of history education are in constant flux, significantly influenced by the socio-political contexts of different periods. For instance, during the years of communist dictatorship, the primary aim was ideological indoctrination, achieved by emphasizing the role of class struggle as a driving force of history. In contrast, today’s history education focuses on source-based learning and a multi-perspective approach, fostering independent thinking and critical analysis.
Richárd Fodor, drawing on research conducted by the Learning Institute on curricula in Asian and European countries, pointed out that differences in history education are not only temporal but also geographical. The teaching of history is highly culture-dependent, with distinct traditions even within Europe. For example, history education in Anglo-Saxon countries differs significantly from the German (Prussian)-French model. While the former examines only a limited number of topics or historical periods with in-depth analysis, the latter follows a chronological approach, striving for comprehensive coverage.
The discussion attracted significant interest, as evidenced by the large number of audience questions.
