School History as a Method of Formation of Political Consciousness in Contemporary France

The article discusses the attitude of the ruling elite in modern France to the school teaching of history, as the primary method of formation of political consciousness and outlook of the new generations. To achieve these purposes the complex of scientific and political methods is created. The programs are constantly changing, reflecting the general political struggle in French society, whose protagonists seek the arguments in support of their positions in history. In this context, the school programs are periodically in focus of urgent debates, and each their change is a compromise. The political approach is to form a state point of view of history, recorded in the programs required to study in schools. Those programs include a carefully selected set of topics, facts and personalities to be studied. In addition, the internal political struggle is coming not just about the form but the content too. In particular, for a number of years in the program a separate theme "Islam"is included, but not, for example, the theme "Christianity." However, supporters of the preservation of study of the Christian contribution to the history and the culture of France retain extensive relevant material included in a number of various subjects not directly devoted to Christianity. Informational approach to education is that the resources of the psyche and student's instructional time are very limited. The freedom of school teachers to refer to historical sources and even to interpret them within the broad framework is formally proclaimed. However, a program and a limited time to study it in conjunction with the responsibility of teachers for the results of their work, checked in exams, in fact does not leave them enough time to study an other point of view that goes beyond the official program.

France, ideology, politics, information society, information approach, the teaching of history, education

1. Глаголев В.С. Особенности трансляции учебной информации в вузах российской провинции и американской «глубинки» (компаративные аспекты). Провинциальный мегаполис в современном информационном обществе. Челябинск: Энциклопедия, 2010. С. 74-79.

2. Литвак Н.В. Информационный подход к определению межкультурной коммуникации / Межкультурная коммуникация: современная теория и практика. Материалы VII Конвента РАМИ сентябрь 2012 г. - М.: ЗАО Издательство «Аспект Пресс», 2012. С. 274-282.

3. Литвак Н.В. Современные концепции информационного общества. Учеб. пос. - М.: МГИМО (У), 2013.

4. Литвак Н.В. Школа: между инструментами и смыслами / Дети и общество: социальная реальность и новации. Сборник докладов на Всероссийской научно-практической конференции с международным участием. Российское общество социологов. 2014. С.151-158.

5. Медведева С.М. Влияние социальной памяти россиян на их представления об идеальной власти. / С.М. Медведева // Философско-литературный журнал Логос. 2003. № 4-5.

6. Силантьева М.В. Николай Бердяев, экзистенциальная диалектика и всеобщая виртуализация сознания в XXI веке // Вестн. Моск. ун-та. Сер. 7. Философия. 2004. № 3. С. 30-42.

7. Battaglia, M., Floc'h, B., Graveleau, S. « L’idée de vouloir faire de l’histoire un “roman national” est dérangeante» // Le Monde, 12.05.2015 Available at: http://www.lemonde.fr/education/article/2015/05/13/l-idee-de-vouloirfaire-de-l-histoire-un-roman-national-est-derangeante_4632542_1473685.html (Accessed 18 May 2015)

8. Bloch, M. «L’ histoire est la science des hommes dans le temps». Apologie pour l’histoire ou Métier d’historien, Paris, Éditions Armand Colin, nouv. éd., 1997, coll. «Références », p. 84.

9. Ferro, M. « Introduction » in Les guerres de mémoires dans le monde, Hermès, n°52, Paris, CNRS Éditions, 2008, p. 9-12.

10. Histoire et géographie. Cycle des approfondissements (cycle 3). Documents d’application des programmes. Ministère de la Jeunesse, de l’Éducation nationale et de la Recherche. Direction de l’enseignement scolaire. 2002. Available at: http://www.ac-grenoble.fr/ia73/ia73v2/IMG/DOC_APP_HISTOIRE_ET_GEOGRAPHIE_CYCLE_3.pdf (Accessed 20 May 2015)

11. Les objectifs d'un enseignement de l'histoire à l'école primaire. Available at: http://histoireenprimaire.free.fr/ressources/objectifsdocsapplication.htm (Accessed 27 April 2015)

12. Les points forts du programme de 2007. Available at: http://histoireenprimaire.free.fr/textes/outils/programme_ptsforts.htm (Accessed 29 April 2015)

13. Litvak, N. « Les élites du savoir. Une approche informationnelle. », The Journal of quality in education, n° 6, 2015, p.104-114.

14. Lycée : résumés des programmes des séries generals. Available at: http://www.education.gouv.fr. Septembre 2012. Pdf. (Accessed 20 May 2015)

15. Peiron, D. Polémique autour des nouveaux programmes d’histoire. // La Croix, 21.04.2015. Available at: http://www.la-croix.com/Actualite/France/Polemique-autour-des-nouveaux-programmes-dhistoire-2015-04-21-1304585 (Accessed 23 April 2015)

16. Programme d'enseignement commun d'histoire-géographie en classe de première des séries generals NOR : MENE1019675A. Аrrêté du 21-7-2010 - J.O. du 28-8-2010 MEN - DGESCO A1-4. Bulletin officiel spécial n°9 du 30 septembre 2010.

17. Projet de programmes pour le Cycle 4 - 9 avril 2015 - Р.15. Conseil Supérieur des programmes. Available at: http://eduscol.education.fr/consultations-2014-2015/events/college/ (Accessed 29 April 2015)

18. Rioux, J.-P. La France perd la mémoire. Comment un pays démissionne de son histoire, Paris, Perrin, 2006.