Reforming the History Curriculum in Poland: the Good Change Strikes Back

070 Liberal Education: A Way Forward Reforming the History Curriculum in Poland: The Good Change Strikes Back

DARIA HEJWOSZ-GROMKOWSKA Liberal Education: A Way Forward 071

“He who controls the past controls the future. He who controls the present controls the past.” —George Orwell, 1984

DO WE REALLY NEED HISTORY cludes the history of minorities, issues that EDUCATION IN SCHOOLS? are deemed controversial, and it usually What is the purpose of teaching history in promotes global and national citizenship. schools nowadays? This question became Conservative policymakers tend to support a central point of a debate about history national history, omit disputable problems, education in many Western countries and and disseminate the idea of patriotism. is widely discussed in Poland. It is not a sur- prise, then, that policymakers are trying There is still a belief that history education to reform the curricula to adapt to transi- remains one of the tools used for nation- tions in societies. We need to remember building. Will Kymlicka (2002) points out that multiculturalism, globalization, and that people as members of a particular a weakening of a nation-state are huge society are “more likely to make sacri- challenges to school systems. For instance, fices for others if these others are viewed ethnic and minority groups in most of the as ‘one of us’”. If we assume that history Western countries want to include their education is one of the tools in the na- cultures and histories into the school and tion-building process, the next question university curricula. In these circumstanc- worth asking is: why would citizens need es, there is no doubt that many educational history education? Keith Barton and Lin- systems need to be constantly ready to da S. Levstik (2008) identify three major reinterpret the aims of citizenship and his- reasons: to develop knowledge and skills, tory education in the context of global and to develop commitment, and to develop multicultural challenges. loyalty. At the same time, they also notice that it is a controversial issue whether his- According to the adherents of conflict tory education “can, or should contribute theory, schools reproduce the social order to citizenship.” and transmit the ideology of the dominant group. The education system is susceptible Hence the question, why do we need his- to political changes. Every government has tory education? Or to be precise, what its own vision of political history that gets kind of history education do we need? promoted through the school system. Pro- The debatable issues usually concern the gressive and liberal politicians usually try amount and the balance between national to find consensus among different groups and world history, which historical fig- of society. The school curricula, then, in- ures should be discussed as national he- 072 Liberal Education: A Way Forward

IS CURRICULUM REFORM IN POLAND NECESSARY? The growing body of literature suggests2 THE GROWING that young people are not interested in BODY studying history because they do not see the relationship between past and present, and OF LITERATURE as a consequence, they do not refer this relationship to their lives. Stephen J. Thornton SUGGESTS THAT states that the main goal of history education in American high schools is to prepare YOUNG PEOPLE students for college rather than educate them3. The same situation happens in Po- ARE NOT INTERESTED land, where schools put emphasis on exams, IN STUDYING forgetting the main goal of education. HISTORY BECAUSE According to the critics of standardized tests, the process of learning has been THEY DO NOT SEE reduced to the measurement of how well schools meet the state standards. The THE RELATIONSHIP holistic development of a young person was replaced by an achievement-orient- BETWEEN PAST ed approach expressed by test scoring. From this perspective, the school sys- AND PRESENT, tem exhibits a simplistic approach toward teaching and learning. It is necessary to AND AS A CONSEQUENCE, equip students with the ability of critical thinking, to enable them to cope with THEY DO NOT REFER the complexity of the world and to pro- THIS RELATIONSHIP tect them against becoming merely the subjects of global corporations or other TO THEIR LIVES institutions, including the state.

The second area of criticism (in most Western countries) covers the issue roes, which victory should be promoted, of exclusion of minority groups from and which events emphasized. The cur- the official history. According to Gloria rent debate on history education in many Landson-Billings (2005), official curricu- countries focuses on the key objectives la “treat all students as if they were white, of teaching as such, as well as the place of minorities in the curricula or the role of nari (2008) “Unlearning the Official History: Agency and Pedagogies of Possibility”, [in:] Ideologies in Education. “academic history”, the methods and tech- Unmasking the Trap of Teaching Neutrality, (eds.) L. I. niques of teaching, and the role of moral Bartolome, Peter Lang: New York. learning in the history course1 in particular. 2 Noddings, N. (ed.), (2005) Educating Citizens for Glob- al Awareness, Teachers College Press, New York.

1 Davies, I. (ed.), (2011) Debates in History Teaching, 3 Thornton, S.J. (2005) “Incorporating Internationalism Routledge; K. C. Barton, L. S. Levstik (2008) “History”, Into Social Studies Curriculum”, [in:] Educating Citizens [in:] Education for Citizenship and Democracy, (eds.) for Global Awareness, (ed.) Noddings N. Noddings, J. Arthur, I. Davies and C. Hahn, Sage, London; P. Gou- Teachers College Press, New York. Liberal Education: A Way Forward 073

middle-class, natural-born citizens”. This approach may result in a situation where the individuals who lack those features may feel marginalized and will probably never be able to develop civic virtue and identity.

From the postmodern perspective there ON THE BASIS is a perpetual and discursive struggle for the recognition of the correct version of OF AMERICAN the “truth”. The conservative approach criticizes the inclusion of histories of vari- AND BRITISH ous groups in the official curricula. On EXPERIENCES the basis of American (e.g., Gounari 2008, Hahn 2008) and British (Osler 2009) ex- WE MAY periences we may observe that policymakers (especially the right wing) perceive OBSERVE THAT the history of a nation-state as the main source of national identity and as the very POLICYMAKERS core of history lessons. Moreover, those who criticize the homogenous narrative (ESPECIALLY of history and question controversial victories are accused of and labeled as being THE RIGHT WING) unpatriotic. PERCEIVE Analyzing the political debate on changes THE HISTORY in the history curriculum in Poland, we can also observe that politicians from the right OF A NATION-STATE wing do not accept any “other” version of the “truth” and they are strongly convinced AS THE MAIN that “their” vision of the past is the only one to be accepted. On the other hand, politi- SOURCE cians from the center and left have a pas- sion for relativism and so they are some- OF NATIONAL times losing ground and baseline pursuing IDENTITY the chaotic historical policy. AND AS THE VERY The last area of the criticism of history in schools refers to the teaching methods CORE OF HISTORY which are incapable of developing critical thinking in pupils. Young people are LESSONS accused of being ignorant in the sphere of historical knowledge and it is claimed that our societies suffer from historical amnesia. The chronological narrative method cannot develop critical thinking and does not provide knowledge about 074 Liberal Education: A Way Forward

connections between the past and the present (Barton and Levsitk 2008). Giving the students only facts and dates is one HISTORY ITSELF thing, but learning about a wider context of the problem is another. If only the for- IS OFTEN mer is in place, education may prove su- perficial. A POLITICAL MATTER

In order to develop critical thinking among students, methods such as analyzing mul- tiple sources, problem-solving, conflict- history textbooks for the given educational solving, negotiation, discussion, drama, stage, the students did not reach the units roleplay, or field trips are recommended by dealing with the most recent history as the experts. end of the school year approached. Young people had acquired knowledge about an- HISTORY CURRICULUM REFORM cient Egypt and the Middle Ages, but they BY CIVIC PLATFORM have very limited knowledge of the part of In 2009, the Polish government intro- history which most affects their lives. For duced changes in the national curriculum instance, when I discussed this problem for lower secondary schools (three years with my university students who were at of gymnasium). In 2012, this was followed school before reform, the majority of them by upper secondary schools. It seems that admitted that they were interested in the policymakers have taken the contempo- history of communism and the breakdown rary criticism toward teaching history into of the regime in Poland after 1989, but they consideration. They have paid attention have never been taught about it in school, to the teaching methods in order to teach thus confirming the absurd organization of students how to acquire historical think- history in the curriculum. ing skills. However, this division was under attack in In 2012, there was also an attempt made 2012 by some history teachers and op- to link the past with the present and to in- ponents of the changes. They were afraid troduce critical thinking in schools – which that a new curriculum would decrease resulted in the introduction of the approach the number of history hours, what did labeled as “creating historical narratives”. not happen. The students who choose More attention was paid to 20th century science as their major in the upper sec- history, which had been treated very super- ondary school still participate in a “His- ficially in the former national curriculum. tory and Society” course. It is divided This part of history was therefore moved to into nine modules which teachers can the first year of education in the upper sec- choose from, for example: “Europe and ondary school to ensure a more thorough the World”, “War and Military”, “Women, analysis. So far, modern history was obliga- Men and Family”, “Domestic and Foreign”, tory in the last years of education in the “Motherland Pantheon and Internal Dis- lower secondary school (gymnasium) and putes”. The teachers decide what to teach upper secondary school (lyceum). In prac- and how to teach it – they can discuss tice, although students should learn about the problems throughout the ages or dis- this period on both levels, usually, due to cuss all issues in the selected period of the fact that it was placed at the end of all time. Moreover, this change gives teach- Liberal Education: A Way Forward 075

ers freedom and possibility to cover the concerns which they are most interested in. The critics of these proposals, espe- RIGHT-WING cially from the right wing, point out that little attention is paid to the history of Po- POLITICIANS OFTEN land. According to the Ministry of Nation- al Education’s officials and policymakers, HAVE A TENDENCY the aim of the course was to show that humanities could easily facilitate the un- TO USE derstanding of the present and recognize current problems4. EMOTIONALLY

Before the new curriculum was introduced, HARGED a heated political debate erupted. The pro- VOCABULARY WHEN posals of the Ministry were condemned and rejected by right-wing politicians and TALKING ABOUT met with the approval of those in the center. Those discussions revealed that not only THE NATION, the history curriculum, but history itself, is often a political matter. It also showed how NATIONAL IDENTITY, differently history education can be perceived by politicians from the right wing OR PATRIOTISM and from the center or left. From this perspective, history seems to be an ideologi- cal trick juggled by politicians. From this perspective, the curriculum content is usu- The proposals of curriculum reform be- ally politicized. came the central point of the media debate after the hunger strike of the former Politicians, experts, teachers, and schol- members of 1980s opposition in Cracow. ars from the right wing were against the Yes, a hunger strike. We witnessed the first changes, especially in the upper secondary hunger strike against changes in school school. They did not approve of the fact curriculum in the history of Poland. The that history was being divided into non- opposition stated that the new curricu- obligatory modules and that the history lum was leading to “dehumanization” and of Poland was merely one of the options. dedicated the strike to God. The protest Moreover, they protested against linking expanded to other cities where former history with social studies, maintaining that anticommunist activists from Solidarność the historical knowledge would be scat- disapproved of the changes. Most of them tered and incomplete. It is worth noting were not experts, teachers, or scholars. that most of those politicians are now in None of them were students or parents of power. students. If anything, they could have been grandparents5.

4 Ministry of National Education (2012) Press notice from June 12. Available [online]: https://www. 5 Szpunar, O. and Kuraś, B. (2012) “Głodują dla his- men.gov.pl/index.php?option=com_content&vie torii, strajk dedykują Bogu”, [in:] Gazeta Wyborcza. w=article&id=2979%3Adymy-do-lepszego-nauc- March 19. Available [online]: http://krakow.gazeta.pl/ zania-historii&catid=125%3Aksztacenie-i-kadra- krakow/1,44425,11375664,Gloduja_dla_historii__strajk_ aktualnoci&Itemid=76 dedykuja_Bogu.html 076 Liberal Education: A Way Forward

The politicians associated with the right wing, especially from Law and Justice (PiS), provided a number of arguments against the new curriculum. They had HAVING IN MIND a chance to express their blind national- THAT PATRIOTISM istic vision on education. If we put their words into headlines, they could be sum- AND THE NATION- marized as “the loss of national identity”, “history is not the teacher of life anymore”, STATE and “history education is the heart of patriotic and citizenship education”. Needless ARE THE CORE to say, right-wing politicians often have a tendency to use emotionally charged ISSUES vocabulary when talking about the nation, national identity, or patriotism. The OF THE LAW past, especially of a nation, is glorified and AND JUSTICE regarded as a matter of great importance in the conservative (republican) agenda. PROGRAM, Law and Justice politicians also believe in the strong relationship between teaching IT IS NOT SURPRISING history and building a strong nation-state. Thus, they were convinced that the reform THAT POLITICIANS was a threat to Poland. CONDEMN A MORE An interesting view on the problem of potential weakening of our country was ex- LIBERAL APPROACH pressed by Jarosław Kaczyński, the leader of Law and Justice: “limiting history educa- TOWARD HISTORY tion is a postcolonial procedure in order to EDUCATION make the Polish people the labor force for the West”6. His argument is grounded in the premise that, due to the changes of history curriculum, Polish students will not be able of threats Poland supposedly faces. They to compete on the European market. Per- try to find enemies where they cannot be haps it sounds like a conspiracy theory, but found, and if they fail in their attempts, it is certain that these politicians believe in they create them – a common populist what they said. practice. For instance, Ryszard Proksa, the chairman of the domestic department of Anyway, the distinguishing feature of Law education in Solidarność once said: “the and Justice is trying to create an alterna- reform of the Ministry of National Educa- tive narrative unraveling different types tion practically obstructs the Polish students to compete on European job market. Educational system in Poland has 6 Kaczyński, J. (2011) A Letter to Prime Minister Donald 7 Tusk. September 17. Available [online]: http://wybierzpis. been totally destroyed today” . Accord- org.pl/aktualnosci/a,61,list-prezesa-pis-jaroslawa-kac- zynskiego-do-premiera-donalda-tuska-ws-nauczania- 7 Pezda, A. (2012) “System edukacji w Polsce zniszczony historii-w-szkolach.html (Accessed 20 January 2013). – związkowcy przeciw reformom rządu”, [in:] Gazeta Own translation. Wyborcza. May 7. Available [online]: http://wyborcza. Liberal Education: A Way Forward 077 078 Liberal Education: A Way Forward

ing to Ryszard Terlecki, a Law and Jus- Jarosław Kaczyński hurried to assure Mad- tice deputy and a history professor, “one ame Minister: “If we win the elections, what wonders whether it is only the effect of I truly believe in, and if we do not change incompetence, naïve light-heartedness of these decisions right now, we will change the Ministry of Education, or rather pur- them then for sure. There will be normal poseful intention to make Polish people history and Polish language curriculum less competitive on the European labor equal for all students, and one that serves market”8. It is, however, worth mentioning to build a community, common notions, that none of the politicians explained why culture codes, because it is more than nec- or how the changes in history curricula essary10. And he kept his promise when bring about lesser competitiveness of the Law and Justice came to power in 2015. Polish students in finding a job in Europe or elsewhere. Perhaps they only want …AND THEN THERE CAME THE GOOD to draw potential voters’ attention us- CHANGE ing emotional language and show a false Education is an important issue in Law connection between historical knowledge and Justice’s program. The party empha- and vocational opportunities. At the same sizes the role of patriotic education which time, they did not back their claims with should be introduced into schools from the any data or research which would support earliest years. Having in mind that patriot- their statements about the connection ism and the nation-state are the core issues between historical knowledge and strong of the Law and Justice program, it is not nationhood. surprising that politicians condemn a more liberal approach toward history education. The former Minister of Education, Katar- They also reject pluralism and recognize zyna Hall, who was responsible for the in- only one version of truth and reality. Their troduction of the reform, posted in 2012 version. on her blog an entry in which she tried to defend the reform against the accusations Since they came to the power in autumn made by Jarosław Kaczyński: “I inform 2015, they introduced reforms which are you that the graduates hardly know his- not always consistent with the rules of lib- tory! They have been taught on the basis eral democracy nor common sense. The of an old curriculum which has not been politicians of Law and Justice admit that changed for 12 years, as a result of which they intend to change Poland for good and students have gross historical ignorance, for better. especially about Poland”9. Especially the reforms in education reflect- ing their closed-minded vision of reality.

pl/1,76842,11677331,System_edukacji_w_Polsce_ First, the “Good-Change Reform” in edu- zniszczony___zwiazkowcy_przeciw.hwtml cation was introduced very fast, without 8 Polish Press Agency (2012) Komisja edukacji za odr- backing it with any empirical data or di- zuceniem projektu ws. nauczania historii, Septem- ber 13. Avaiable [online]: http://wiadomosci.onet.pl/ agnosis supporting this dramatic change. kraj/komisja-edukacji-za-odrzuceniem-projektu-ws- naucza,1,5244872,wiadomosc.html. Own translation. 10 Polish Press Agency (2012) Kaczyński: Polska nie chce 9 Hall, K. (2011) Answer to Jarosław Kaczyński on Katar- być ani zasobem, ani kolonią, March 29. Avaiable [on- zyna Hall’s blog, September 17. Available [online]: http:// line]: http://wyborcza.pl/1,76842,11444295,Kaczynski__ katarzynahall.blogspot.com/2011/09/jarosaw-kaczyns- Polska_nie_chce_byc_ani_zasobem__ani_kolonia. ki-broni-nieznajomosci.html. Own translation. html. Own translation. Liberal Education: A Way Forward 079

The experts suggest that the curriculum is not up-to-date and needs to be over- hauled. At the same time, it is difficult SIMPLY PUT, LAW to evaluate the proposals of the history AND JUSTICE curriculum because the Ministry of Na- tional Education made available only the WANTS TO BRING draft curricula for the elementary school from the 4th to 8th grade. Judging only BACK THE SAME on this basis, at first glance the history curriculum appears to be very general EDUCATION SYSTEM and does not include any controversial issue. It is quite correct, traditional, and AS IN THE it emphasizes the chronological method of teaching. Due to history lessons, stu- COMMUNIST TIMES dents are expected to develop a patriotic attitude which is supposed to be the core issue of historical education after the re- Second, the Ministry of National Educa- form. It is not so bad as long as patriotism tion did not discuss the planned changes is not mistaken with chauvinism, racism, enough with the interested parties (e.g., or xenophobia. Nevertheless, a potential parents, trade unions, teachers, scholars). threat seems to be underpinning it – the Third, the whole reform did not meet with fact that history education will begin to the general approval of teachers and par- focus on patriotism only, neglecting his- ents, who organized protests in many Pol- torical inquiry, thinking, and narrating. ish cities. Developing national loyalty is not a bad idea in theory. In fact, young people The draft reform, which will be introduced must be equipped with some values to on September 1, 2017, posits to abolish live in a complex world. However, those lower secondary school (middle school) values should not lead to blind patriot- and extend primary school from six to eight ism, chauvinism, and xenophobia. If the years. The education in the upper second- “Good Change” history curriculum were ary schools will then last four years (now it to contain highly selective facts and is three years). As a matter of fact, this de- was limited to the data, the students cision rolls back time the educational sys- would learn distorted history. Moreover, tem significantly and does away with the without developing critical and histori- output and achievements of many teach- cal thinking, the young generation will ers, school experts, and students. Simply be deprived of independent reasoning. put, Law and Justice wants to bring back Perhaps educating subdued and subor- the same education system as in the com- dinate citizens is the goal of the “Good- munist times. The reform, which shall be Change Reform”. It would be undoubt- completed by 2022, is perceived by most edly compatible with the political vision teachers, parents, experts, and scholars as of Law and Justice. an introduction of “chaos” in the curriculum 11 itself and education system as a whole . [in:] Gazeta Wyborcza, February 2. Available [online]: http://wyborcza.pl/7,75398,21341358,zamiast-grafenu- 11 Suchecka, J. (2017) “Reforma edukacji. Zamiast przerobka-wegla-naukowcy-krytykuja-podstawy.html; grafenu – przeróbka węgla. Naukowcy krytykują pod- http://niedlachaosuwszkole.pl/index.php/74-zapasc- stawy programowe. Czego nie nauczy nowa szkoła?”, edukacji-skutki-deformy 080 Liberal Education: A Way Forward

Justice MP Dariusz Piontkowski, also a history teacher in a lyceum (upper secondary school), said: “We are bringing back the EMPHASIZING teaching of history. We are bringing back HISTORY, patriotic education”14. Well, it is not true that the former government underestimated the LITERATURE, history course in schools. Contrary to this unfounded belief, history has been always AND THE POLISH treated with dignity and respect in Polish schools. At the end of the lower second- LANGUAGE ary education, the historical knowledge is assessed during the final exam, what is not IS ESSENTIAL, common in other European states15.

BUT THESE According to Sławomir Broniarz, the SUBJECTS CANNOT President of the Polish Teachers’ Union (ZNP), “The direction that the Minister DOMINATE of Education proposes is a nationalist, xenophobic direction”16. He criticizes the THE EDUCATION idea of increasing the number of hours for history classes in schools. “Empha- SYSTEM. NO ONE sizing history, literature, and the Polish language is essential, but these subjects HAS EVER RECEIVED cannot dominate the education system. No one has ever received a Nobel prize A NOBEL PRIZE in Polish history! We have received No- bels in physics, chemistry, in economics IN POLISH HISTORY – these are the most important”17 – he added. The opposition accuses Law and Justice policymakers of marginalizing One could have a déjà vu observing the science. Others go further and start to heated debate surrounding the forthcom- panic that we will have to move teaching ing Good-Change reform. When the edu- the “real” history (not the version of Law cation bill was adopted in the Parliament, the opposition (mainly the formerly ruling 14 Civic Platform) cried as if it was “the blackest http://videosejm.pl/video/16842-posel-dariusz-piontkowski-wystapienie-z-dnia-14-grudnia-2016-roku day for Polish education”12. The governing 15 Podemski, P. (2013) “Historia dla Europejczyków? Dwa party, however, frames the reform as a re- paradygmaty edukacji historycznej w Europie a naucza- turn to “normal Polish schools”13. Law and nie wspólnej historii”, [in:] Historia ludzi. Historia dla ludzi, (eds.) I. Chmura-Rutkowska, E. Głowacka-Sobiech, I. Skórzyńska Kraków: OW Impuls; J. Lorenc, K. Mrozows- 12 Polish Press Agency (2016) “Będzie likwidacja gim- ki (2013) “Angielski a polski model edukacji historycznej. nazjów, Sejm przegłosował reformę oświaty. Opozycja: Wybrane problemy”, [in:] Historia ludzi. Historia dla lud- ‘najczarniejszy dzień polskiej edukacji’”, [in:] gazeta.pl. zi, (eds.) I. Chmura-Rutkowska, E. Głowacka-Sobiech, I. Available [online]: http://wiadomosci.gazeta.pl/wiadom Skórzyńska. Kraków: OW Impuls. osci/7,114884,21121667,bedzie-likwidacja-gimnazjow- sejm-przeglosowal-reforme-oswiaty.html. Own trans- 16 https://www.yahoo.com/news/thousands- lation. polish-teachers-protest-against-education-reform-184216340.html. 13 http://niezalezna.pl/89948-minister-zalewska-odkl- amuje-medialne-informacje-ws-reformy-szkolnictwa 17 Ibid. Liberal Education: A Way Forward 081

Let us emphasize that the final effects of history education depend on the teach- IT IS A MATTER ers – how they work, what they say, what kind of ideology they bring into the OF CHOICE WHAT classroom. EACH TEACHER It is also important to remember that a history degree requires the holder to pursue WANTS TO BE – certain methodology and objectivity. It is a matter of choice what each teacher AN INDEPENDENT wants to be – an independent discoverer of the past or a subjected clerk of a govern- DISCOVERER ing party. Therefore, it may be difficult to predict how history will be taught in Pol- OF THE PAST ish schools when the reform will be intro- OR A SUBJECTED duced for good. CLERK What will certainly need to change are the handbooks. Moreover, as we already know, OF A GOVERNING it will be the teachers who are to play a cru- cial role in selecting the historical facts and PARTY problems which shall be discussed on the basis of the newly compiled materials. Let us hope that teachers will have the possibility to discuss controversial issues as and Justice) underground. The political well – that they will not have to keep this debate has erupted again, but the actors knowledge under wraps. Let us hope be- switched roles. Those who lamented cause I personally know that this has hap- and were alarmed a few years ago now pened before. I was repeatedly told stories calm public opinion, while those who re- by my older colleagues, relatives, and par- strained themselves from emotional dis- ents about the times when teachers had cussion are now losing self-possession. to whisper the inconvenient facts (from the point of view of the authorities) in the WHAT DOES THE GOOD-CHANGE classroom or outside of school altogether REFORM ENTAIL? (e.g., dealing with the aggression of the Since humanities and social sciences are Soviet Union toward Poland). Back then it equally important, it is naïve to think that was the communism and not the truth that the more hours of history education the prevailed. students have, the better citizens they are. As it was already mentioned, there The first main change proposed by Law is no evidence to support this thesis. It and Justice was to divide “history and must be borne in mind that the line be- society” into two separate courses. The tween education and indoctrination can students will start learning history in the be sometimes very thin, and there is a risk fourth grade (no change here), focusing that instead of history education, stu- on different developments in Poland and dents would be taught a skewed nation- elsewhere. In the following four years, they alistic vision. shall acquire a thorough knowledge en- 082 Liberal Education: A Way Forward

compassing the ancient to contemporary school do occur – for instance, the figure times. Right now in the lower secondary of the abovementioned Witold Pilecki or school (gymnasium), students are taught the extensive details of history in the Jag- history from the ancient times to the First iellonian era. World War. Then they move to the upper secondary school (lyceum or vocational THE REASONS TO DOUBT THE GOOD schools) where history from the 20th and INTENTIONS OF THE REFORM 21st centuries is introduced. Although it goes without saying that every government has the right to pursue their Therefore, it is not surprising that policy- own policy toward history, especially at makers and politicians from all political school, we may have serious doubts about spectra would love to pursue their own the appropriate historic narratives in Polish historical policy by selecting facts, dates, schools under the government of Law and and heroes according to their worldview. Justice. Why? Let us refer to one telling ex- For instance, the name of Nobel Peace ample. Prize laureate and former President of Poland Lech Wałęsa does not occur an- Polish authorities were the organizers ywhere in the new national curriculum of the NATO Summit in Warsaw on July – even when the Solidarność Movement 8-9, 2016. The event was accompanied is mentioned. His name is also omit- by an exhibition devoted to the history ted in the part of the curriculum which of Poland in NATO. It featured 14 pho- reads: “The figures and events important tographs of tanks, ships, soldiers, and for building the Polish cultural identity”. several politicians. Although this alone The names of renowned individuals that is not a reason for controversy, the in- do appear on the list that follows individuals shown on the photos actu- clude: the first king of Poland Bolesław ally evoked in the public opinion a wide Chrobry, Pope John Paul II, Witold Pilecki range of emotions. The images featured: – one of the so-called “cursed soldiers”, Jan Olszewski18 (former prime minister among others. Next to Solidarność no of Poland, an icon and the hero of Law name is listed, only an enigmatic and ge- and Justice), Lech Kaczyński19 (former neric remark of “and their heroes”. The president of Poland), and Andrzej Duda, policymakers either left the decision of the current president. Clearly, the lead- which figures to choose to a historical ing politicians who were responsible for authority, or more probably they simply introducing Poland to NATO were not do not want to promote Wałesa as a na- included in any of the photographs and tional hero. thus the role of such individuals like Lech Wałęsa, Bronisław Geremek, or Alek- Although it seems that presenting the her- sander Kwaśniewski was overtly under- itage of the most accomplished Polish fig- mined, almost as if they were forgotten. ures and events is a good idea, the draft curriculum does not give a complete over-

view. For example, policymakers for some 18 Jan Olszewski, an icon and a hero of Law and Justice. reason failed to include in the curriculum Although he has merits, there is no direct connection the only victorious Polish uprising – the between his activities as a prime minister and the Polish accession to NATO. Greater Poland Uprising (1918-19). On the 19 other hand, the topics which seem to be President Lech Kaczyński died in a plane crash in 2010. He was the twin brother of the current Law and too complicated for children in elementary Justice’s leader, Jarosław. Liberal Education: A Way Forward 083 084 Liberal Education: A Way Forward

Though Law and Justice may not be rewrit- (including factual mistakes, recommen- ing the most recent history of Poland, they dation of archaic texts for students, and try to introduce an alternative interpreta- a lack of different sources for students to tion. A false interpretation. The ruling party compare)20. Experts from the Polish Acad- uses the method of history eraser – its emy of Sciences state that “the most alarm- politicians are “cleaning” the facts in a bid ing issue is pretending that the education to change the current historical reality. To will change while the traditional program make their attempt more efficient, the best and the teacher-oriented approach will solution for them would be to set up the be reasserted. Moreover, students will be Ministry of Truth which would regulate and taught a subdued attitude toward authori- control the new historical order. But let us ties, past-oriented thinking, while freedom, not give them any ideas. decision-making, and building a personal system of values will be undermined”21. Although there is a perpetual discussion about the amount of science and the hu- It seems that Minister of Education Anna manities in the school curricula, the bal- Zalewska has blocked her ears on any ra- ance between the two is yet to be found. tional arguments. “I know better” seems to The latter teaches us how to think, how to be her slogan. Well, as George Orwell once draw conclusions, how to speak and even wrote, “ignorance is strength”. dream. If the new government wants to introduce more time devoted solely to When Civic Platform introduced the history to schools - it is not really such changes in curricula, their politicians also a bad idea, as long as this will result in experienced some problems with com- pupils acquiring a broader perspective municating its purpose to the public. Al- and gain access to a bigger picture where though the newly introduced changes the past meets present and future. This may be perceived as a good solution, in means that teaching history should in- the preceding debate the Law and Jus- clude the history of women, minorities, tice politicians did not refer to any sound controversial figures, and events. History evidence or data to support their claims is not only about wars (victories and fail- – instead, they chose to employ a strong, ures) but also about everyday life, which emotional appeal and a number of emp- is neglected in the new curriculum draft. ty words. Thus the change in the history The policymakers focused (yet again!) on curriculum was neither explained nor jus- military aspects and forgot about social tified to public opinion. What became evi- and economic issues and inequalities and dent is that education is a tool for main- differences in the societies of the past. taining control over the hearts and minds Moreover, the history lessons will contin- of the society. ue to focus on heroes and not on the lives of ordinary people. 20 http://www.tokfm.pl/Tokfm/7,103085, The recent debates in Poland have shown 21351262,szkola-ma-wyksztalcic-elektorat-pis-profe- sor-z-kul-u-mocno.html; http://biqdata.wyborcza.pl/ that state education and schools may eas- czego-nauczy-twoje-dziecko-szkola-pis-a-czego-sie- ily become the instrument of political ide- juz-w-niej-nie-dowie

ologies. The saddest thing is that nobody is 21 Wittenberg, A. (2017) “Eksperci alarmują: MEN udaje, listening to scholars, experts, and teachers że zmienia podstawy programowe”, GazetaPrawna. who composed an extensive list of numer- pl. Available [online]: http://serwisy.gazetaprawna.pl/ edukacja/artykuly/1016450,men-zmienia-podstawy- ous errors that occur in the new curriculum programowe.html. Own translation. Liberal Education: A Way Forward 085

WHY DO PEOPLE BELIEVE POPULISTS? Why am I writing about this here? Well, be- Many people seem bewildered by why cause it is about our history. It is about the the clearly populist parties have been re- relationship between the everyday reality cently wining in numerous democratic of an ordinary person and the decisions countries worldwide. Why does the Unit- made by politicians. It is our life, our story, ed States have Donald Trump, why is Po- which will be history for our descend- land ruled from the sidelines by Jarosław ants. They will be forced to identify he- Kaczyński, why does the United Kingdom roes and villains, who was right and who have Nigel Farage, and why should France was wrong. But they need to have access be wary of Marine Le Pen? The answer is to different sources and be able to think a simple one: because the contemporary critically. We need to remember this now elites in these countries do not commu- when we are making his- (or rather our-) nicate with the masses. They do not listen story. History can teach how people made to what pains them. They know better. their decisions and how they shaped the And on top of that, they talk in their own past. That is why it is so important to show language which does not help to garner the young generation how to use different support for their supposed knowledge. materials and sources, how to recognize People would rather turn to those who alternative and false materials, how to de- speak their own language, who under- fend themselves against manipulation and stands their fears, lifestyles, their hopes indoctrination. Unfortunately, it appears and dreams. Populists have the talent to that in order to shape their prospective show that they are empathetic (maybe electorate the Law and Justice govern- they really are?) and that they know how ment will deprive Polish students of a ba- ordinary people must cope with reality. sic understanding of ideas such as plural- The populists are strong because they do ism and freedom. ● not correct people’s attitudes (by calling them “homophobic” or “racist” if they are not sure about their feelings toward gay marriage or immigrants); instead, they promise to find them jobs (for example by removing immigrants). They may not care about doughnuts in school shops or about the amount of sugar children are drinking, but what they do promise is that every parent will receive financial support from the state (and thus further increase public debt, but who cares about that?). They do not condemn people if they are DARIA eco-ignorant. They promise that they HEJWOSZ-GROMKOWSKA will take care of every family and do not teach and preach how to be a good par- Associate Professor at the Faculty of Educational Stud- ent. They will remain in power as long ies at Adam Mickiewicz University. Cooperates with as they can criticize Islam and do not Libert!é! magazine. She is interested in the current problems of higher education and citizenship educa- get branded as “Islamophobic”. They will tion. In 2009, she completed a PhD thesis exploring have support until it turns out that they the relationship between the most selective universi- actually have nothing to offer those who ties in the world and rising elites., which was published with IMPULS in 2010 and received the award at ACA- believed them. DEMIA Books Fair in 2010.