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History textbooks as tools for shaping historical thinking.

Examination of didactic trends in the author / descriptive text in the second half of the twentieth century

Summary/Abstract: The history textbook dominated history teaching in the second half of the twentieth century. Although its didactic apparatus is already more diverse, several other teaching aids appear to “assis” in its privileged role. The textbook appeared as a very effective tool in the second half of the twentieth century as a shaper of historical thinking and a teaching tool with a significant influence on historical consciousness. Its efficiency is given by the complex system of which the whole didactic structure of the textbook is a part. In this study, an element of the complex system is highlighted and subjected to a thorough examination covering the entire twentieth century as a defining element. This is the author / descriptive text. The study reviews the function of the textbook within its structure. In addition, I present the trends that have emerged in relation to it. Examining these trends helps to derive the individual (explicit and implicit) didactic objectives. Finally, comparing all this, I show what long-term effects they could have on historical thinking and historical consciousness.

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