The 6th grade history handbook, a collection of serious mistakes: the Ottoman Empire, the state of the law

"Responsibility or guilt is not only borne by the authors of the handbook, but by the whole system of editing and printing textbooks, and we must bear in mind that errors have been found in different textbooks, indicating that the publication process of the Didactic and Pedagogisch Uitgevershuis (under the Ministry of Education – no) is not effective.

Every teacher, no matter how much expertise he has, will inevitably be mistaken if he needs time. That is exactly what happened to the authors of the latest manuals. The system under which the publisher of the Ministry of Education is programmed is the failure, "Bogdan Murgescu, president of the institution, told Adevărul.

The most serious mistakes are the factual errors. In other words, children get to see incorrect information, according to the Society of Historical Sciences in Romania. For example, on page 90 it says that the Russian troops participated in the suppression of the revolution in Germany, although this did not happen. Another mistake, which can be found on page 16, is that Sebastian del Cano was "Magellan & s Second". "After the death of Magellan in the Philippines, the command over the expedition was taken over by more hierarchically arranged officers, and Sebastian del Cano was given the independent command six months later only because the Trinidad, which was larger than Victoria, was damaged and commander João Lopes de Carvalho stayed in Moluce with the largest group of survivors of the Magellan expedition ", according to the specialists.

Then, in figure D on page 42, it is stated that the engraving presents the "Diet of Augsburg 1530. Adoption of Confession, the basis of the organization of Lutheranism." But in reality confession was not taken over by the Diet and by Emperor Charles Quintul, who remained Catholic, but was offered to them only by the Federal Chancellor of the Duke of Saxony, after having been adopted by various city leaders and representatives. On page 44 it is also stated that "during the reign of Queen Elisabeth I conquered new territories outside Europe and thereby expanded its colonial empire", although the efforts of the 1580s to settle English colonies in present American territory have failed, actual colonization began only in the time of Carol I Stuart.

The Ministry of Education will send a message for the History Handbook

On the pages 45-47, in the case devoted to the baroque, incorrect aspects of classicism, which are not included in the program, have been erroneously mistaken. "In order to include writers such as Molière or Jean de la Fontaine in baroque current affairs, this means that the chronological simultaneity is more important than the characteristics of literary creation.In our opinion this is part of the responsibility of the authors of the program, who in a balanced way both classicism and baroque should have included, "the historians believe. They also point out that page 51 wrongly states that the power of the sultan "has been corrected by the law".

Deviations from school curriculum

From the point of view of school curricula, historians say that there are more deviations. For example, in the subject of Enlightenment there is no case study about Voltaire. The situation is repeated on "Modern States, Revolution and Emancipation," where the case study "The formation of national states in the 19th century is missing Germany", in which the subject is only dealt with in some activities / exercises.

At the same time, experts draw attention to the fact that some content is briefly treated, while other information is rich. The theme of the & # 39; industrial revolution & # 39; For example, there is a shortage of social consequences (the configuration of the working class and the bourgeoisie), the early history of the railways, the famous Manchester-Liverpool passenger line that is not mentioned and the spread of the industrial revolution in Europe. in the world is simply remembered. "

On the other hand, subjects such as "Renaissance and humanism" or "Reform and counter-reactions" are filled with not always meaningful information. Several authors are presented in the manual by listing the titles of their works, although the most representative of them would have been sufficient. "So, in the case of Shakespeare, there are eight dramatic works and seven famous characters, of which we only find the name, possibly an adjective and otherwise, but at the same time we find only one excerpt on the Constitution of 1804, legislative act does not take place in the text of the lesson, nor in a summary table ", teachers note history.

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