Region historyczny w historiografii, dydaktyce historii i edukacji szkolnej. Przegląd stanowisk i propozycji delimitacji
Historical regions in historiography, history didactics and school-level education. Outline of positions and delimitation proposals

Summary/Abstract: The first discussions on the definition of a historical region date back to the beginning of the interwar period. It was when the regional movement and the scientific circles noticed the need to additionally specify the basic category, so far used for regional research and across various forms of popularization of regional history. Some circles, at certain times, would understand the interest in historical regions differently. Regionalists engaged in organizational activities and would pay less attention to the issue of precise definition of borders and criteria for distinguishing regions. For historians researching regional history, the question of what historical regions were was of primary importance, as was consequently the adoption of tolerably unambiguous rules for delimitation of such regions. A similar situation could be observed across education circles – a teacher simply had to know what areas were actually historical regions and what criteria had to be used to distinguish them. Unfortunately, historians could not agree on the criteria for delimitation of historical regions and there were numerous competing proposals for historical regionalization. This led to a degree of freedom in regional research and had impact on regional education. The fundamental point of reference for educational activities across schools consisted mainly of ministerial guidelines and curricula that contained more or less specific proposals of understanding the idea of a historical region for schooling purposes.

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