CC BY
40
Дж. Калужна
ОБРАЗОВАТЕЛЬНАЯ
ПОЛИТИКА ИНСТИТУТА
НАЦИОНАЛЬНОЙ
ПАМЯТИ,
КАК ВЫРАЖЕНИЕ
ИСТОРИЧЕСКОЙ
ПОЛИТИКИ
ГОСУДАРСТВА
В ОТНОШЕНИИ
ШКОЛЬНИКОВ
Аннотация
В статье анализируется политика в области образования, проводимая Институтом национальной памяти, который является хранителем истории государства. Рассмотрены предпосылки создания государства, сознательные усилия и исследовательские задачи для определения коллективной памяти. Автор акцентирует внимание на теории социальной структуры памяти, формировании государством политики образования в области истории, отмечая тот факт, что создание института и его компетенция остаются предметом споров и противоречий.
Отмечено, что в образовательных проектах Института присутствуют тенденции, отображающие только отрицательные черты коммунистического режима, что позволяет дискредитировать любых общественных деятелей периода 1944-1989 гг. Необходима консолидация молодых граждан - будущих избирателей для поддержки достижений либеральной экономики ориентированной на развитие социума.
Ключевые слова:
образовательная политика, коллективная память, историческая политика, Институт национальной памяти.
J. Kaluzna
EDUCATIONAL POLICY INSTITUTE OF NATIONAL REMEMBRANCE, AS AN EXPRESSION OF THE HISTORICAL POLICY OF THE STATE IN FORMATIONING THE ATTITUDES OF SCHOOL CHILDREN
Abstract
The article analyzes the education policies pursued by the Institute of National Remembrance, which is the guardian of the state's history. Considered prerequisites for the establishment of the state, a conscious effort and research tasks to determine the collective memory. The author focuses on the theory of social memory structures, the formation of the state of education policy in the field of history, noting the fact that the creation of the institution and its competence are the subject of debate and controversy. Noted that the educational projects of the Institute present trends, showing only the negative traits of the communist regime, which allows public figures to discredit any period 1944-1989 gg. Necessary to consolidate young people -future voters to support the achievement of a liberal economy development-oriented society.
Key words :
educational policy, collective memory, historical policy, Institute of National Remembrance.
This article aims to characterize the educational policy conducted by the Institute of National Remembrance (IPN), and in view of status of this institution, which is an expression of the historical policy of the state. The thesis work is the premise of making the state specific and conscious effort to (re)define the collective memory, and the main research question is: What content includes oriented at children and teenagers - within the educational activity IPN - message? In addition, how it can formation their attitudes?
Historical policy and collective memory - field of interactions
For a definition of collective memory has been adopted that one, which was developed by Barbara Szacka, and therefore characterized discussed social phenomenon as "ideas about the past of their own group, constructed by individuals from memorized by them information coming from different sources" [1, p. 44]. This view is consistent with the assumptions of the theory of M. Halbwachs of the social framework of memory, which is not just about creating framework by institutions external to the individual, but also for help them to produce the identity of the group [2]. The purpose is action defined as historical policy, subject to the ambiguity of the term. It is characterized because it is not only contrary to the objectives, but also as to the scope and substance. It is characterized not only as contrary to the aims, but also as to the field and substance. In the narrowest meaning of the historical policy can be considered activities which have public legitimacy (lectures in official institutions or those uttered by government officials) and those which individual intentionally takes on a public forum in order to strengthen the collective memory of the citizens, or for change it. In turn, in the broadest sense for historical policy can be accepted any action - conscious and unconscious, intentional and accidental -which aim to strengthen the specific content of collective memory. Then that kind of policy (rather policy of memory than historical policy) lead all citizens: publicating the memoirs, writing letters to newspapers, posting comments on forums, exposing images of historical figures, instructing children and young people to taking a part in the anniversary celebrations and more other [3, p. 43-44].
IPN - a controversial implementer of historical policy of state
(Re)defining the collective memory of children and adolescents by the IPN is possible due to the statutory regulation that allows the Institute "for actions in the field of public education" (Art. 1, item 4). Particularizations of this competence is art. 53 Act of 18 December 1998 about the Institute of National Remembrance - Commission for the Prosecution of Crimes against the Polish Nation, which simply indicates that the IPN "conducts educational activities, exhibitions and publishing" (Art. 53, item 5) and "formulate proposals for historical education" (Art. 53, item 6) [4]. This is not only at the central level, but also via operating throughout the country 18 IPN Branch Offices of Public Education [5, p. 24].
It is worth to mention, that the fact of creation the Institute and determine the fields of its activities was and is the subject of many disputes and controversies. In the first period of criticism, it referred to the competence of lustration ("It is an institution of repression and blackmail. Apply the penalties foreseen in the Penal Code, covering the platitudes about the right of society to the knowledge of the truth"[6]), in the following also about too extensive prosecutor department and running by them numerous, costly and often fruitless "historical investigation" (e.g., the assassination attempt on John Paul II [7] and the circumstances of the death of General Sikorski [8]). The Attorney General, arguing the need to reduce the number of prosecutors in the IPN, pointed to the fact, that this kind of investigation - a historical investigation - is in contradiction with the general aim of pulling the offender [9]. In addition, during the conference "Place and role of prosecutors from investigation department of the Commission for the Prosecution of Crimes against the Polish IPN in the future organizational model the prosecution" pointed to a small efficiency of prosecutors at the IPN and too small workload compared with employees universal prosecution. ("Only for illustrate I add that the annual caseload made by IPN prosecutor is not even half of the load in this regard, the prosecutor of the common units -but calculated to the monthly dimension. Effects in the field of accusing work, the use of preventive measures, filling the role of the prosecutor before court are not comparable with the results of annual work units one common prosecutor") [10]. In recent years, more and more often subjected to criticism is the politicization of the IPN within the meaning foster - through its publishing activities and involvement in the organization of social protest - political groups with a conservative-national character [11, p. 19-21].
Educational policy as a dimension of historical policy
In describing the activities in education of the IPN should be noted that it manage specified educational projects, organizes competitions, has also prepared educational games, lesson scripts and materials connected to them. Also encouraged to join to created by IPN Grotto Club (Stefan Grot-Rowecki - general and the leader of the Home Army) and participate in the organized celebrations, prepare methodical seminars for teachers [12].
As a part of the educational projects have already taken the following initiatives: "Let me tell you about a free Poland. Meetings of young people with eyewitnesses", "Stones of Remembrance", "You can not forget ... Meetings with women who have undergone a hell of Ravensbruck", "You can not forget ... Meetings with women who have undergone hell camps and gulags", "Katyn - rescue from oblivion", "The Polonia Program" and " Patrons of our streets" [13]. It seems that it is necessary to briefly discuss those whose names do not allow to guess the theme of the project, but its essence. The "I'll tell you about a free Poland. Meetings of young people with eyewitnesses" project is a meeting of students with people who "opposing in various ways nazism and communism, have contributed to the independence of Poland and creation civil society" [14]. "Stones of Memory" in turn, this action, encourages young people to looking for the heroes of history in their own environment and then their commemoration. In the past five editions there were "heroes of September" (participants defensive action taken by the Poles in September, 1939), "Heroes of August '80" (opposition, members of anti-government actions in 1980), "Zotnierze Wykl^ci" (people serving in the non-Communist forces in the years 1939 - 1945 and / or those who after World War II didn't returned weapon and fought against the government of PRL), "Teachers of true history" ("people who risked their lives during the war, leading secret lessons and after the war dared to resist sovietization of Poland"). This year's edition is dedicated to the project "Soldiers of the Storm '44", which means to participants of the military operation undertaken by the Home Army troops against German. It happened in the final phase of the Second World War, just before the Red Army entered to Poland [15]. Importantly, the end result of each of these projects should be a plan to commemorate those figures, requested local government. Therefore it only lead to the memorials in the form of so-
called symbolic domains. By giving the street a specific name or as a result of put the information board, the local community (not only children and young people) will be an object of a permanent impact of data symbols, and a certain canon of characters will be shared by a group of residents of the city, district, residential, street [16, p. 66-123].
What is most important, presented on the occasion of educational projects range of topics selected facts and historical figures can be considered as a repetitive scheme, also used as part of another educational materials, offered by the Institute of National Remembrance. The following issues in recent history in which the Institute clearly focused in their educational activities, can be distinguished: Katyn Massacre, Volyn Crime, Zot-nierze Wykl^ci , defensive Poles in September 1939.
In addition, quite strongly is emerging the trend, which outlines the Polish People's Republic (PRL), mainly from the perspective of political opposition and in response to repression made by the government . Failure of the economic system is widely discussed, especially temporary shortages in consumer goods stores and underlines the totalitarian nature of the state in the 1944-1989.
When the educational framework of the IPN is characterizing, the issue of receiving by the Jews - during the Second World War - help from Poles should also be mention.
IPN Educational policy and a debate about postulated historical policy
In conclusion, educational policy conducted by the IPN appears to be aimed at shaping the "axiological memory", although appealing to the specific facts and people, but it is mainly about moral substance of the nation and forming national community [17, p. 35]. It embodies observable in Poland 2000/2001 conservative model of historical policy return [18, p. 3945]. It is characterized by the adoption of a national perspective as chief, which implies giving Poles the special status (e.g., the primacy of Polish wrongs over Ukrainian - Volyn, portraying the Katyn Crime without reference to its cruelty crimes during the Great Terror in the USSR), assign certain characteristics (e.g. heroism in September 1939, the rescue of Jews during the German occupation), and belittling wines (e.g. lack of information about blackmail prooceding). Thus, the educational policy of the IPN seems to be convergent with that promoted by conservative political par-
ties, such as Law and Justice (PiS). As L. M. Nijakowski wrote: "historical policy promote by PiS is not to awaken national pride, but megalomania. Poland and Poles in this vision of history become key players in world history" [19, p. 198]. It is worth to ask the question - in view of the indication that kind of educational policy does not form xenophobic attitudes of young Poles and does not affect the formulation of unauthorized judgments about historical facts, interpreted primarily through the prism of building a positive image of the national community? Moreover, it should be mentioned that in the educational policy of the IPN there is no place for the traumas of ethnic groups, disabled classes, women, sexual minorities or sick people refused by society, what seems to be a general trend in the world, although it is sometimes defined as: "There is no business like trauma business" [20, p. 17-18].
It is worth to mention, that in the educational projects of the IPN clearly point out as a trend for portraying only the negative features of the communist regime, which certainly allows discredit any public activities of persons "involved in that system." Overlook achievements in the period 1944-1989 (civilizational advancement of society, fight illiteracy, urbanization, migration from the countryside to the cities, even the equal industrialization of the country, a favorable change in the agrarian structure, universal health care and education) may have to consolidate young citizens -future voters - support for the assumptions of liberal economics and its lack of socialist ideas or wider social economy.
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