This article examines uniform standardized history education in Russia. It focuses primarily on the process of designing unified national history textbooks in 2013-2017, and also examines the educational reform that followed this process, along with the role of Russian society in the formulation of the textbook's content. The new…

Historical empathy is a critical aspect of history and social science education that has its roots in the inquiry-based education movements of the twentieth century. Although the term "historical empathy" is not specifically mentioned in most history curriculum documents in the United States, dozens of "new social studies"…

Based on oral and written testimony of pupils and teachers, this essay examines the lived educational experience of the school-age cohort of children in Stalin's Russia from 1931 to 1945. The state alone determined the structure and curricula of the nation's schools. However, Soviet youngsters, their parents, and teachers responded to the center's…

Using a mixed methodologies research method involving a survey and qualitative analysis, the article analyses a survey of Russian history secondary teachers on their perceptions of historical narratives in prescribed history textbooks. This recent survey of secondary history teachers represents one of the first international surveys of history…

Examines how Estonian history was taught in Estonia before 1940, how it changed after the Soviet takeover, and how history instruction has been reorganized since 1988. Reveals that new textbooks will explore the Soviet destruction of Estonian social, economic, and cultural life. Looks ahead to the future of Estonia and history teaching. (SG)

Reports on the activities of the Soviet Union's Academy of Pedagogical Sciences for the year 1989. Discusses improvements in general education syllabus development, textbooks for various subjects, and Russian language, Soviet history, and social sciences instruction. Examines educational differentiation and humanization. Reports on improvements in…

Depicts the problems encountered by a Soviet history teacher whose textbooks and materials have not kept pace with the policy of Glasnost and student attitudes. Suggests that textbooks be replaced with original documents, scholarly articles, and memoirs. (SLM)