(CZ) Transformace historických poznatků do vzdělávacích obsahů
(EN) Transformation of Historical Knowledge into Curricula

1. Solving the problem of transforming historical knowledge into education is a borderline theme moving between pedagogical and historiographical approach. The starting point for the solution of the transformation is an investigation of the sphere of the reflection of historical science in the conditions of a socialist society, which forms the basis for the didactic interpretation of historical subject-matter. The study sets forth the theoretical principles for the social function of historiography and deals with the present state of the social reflection of historiography in our country and abroad.
2. The result of the didactic interpretation of historical subject-matter is the didactic system as a system of educational aims (values) to be attained within the thematic units of the subject-matter. The study deals with the basic specific features of the didactic system in relation to the system of historical science. The process of cognition in the didactic system is put into relationship with historical methodology, the process of didactic communication with ways of conveying the results of historical research. The study refers to the peculiarities of absorption of historical knowledge by pupils’ consciousness, and to the formation of value orientations, opinions and attitudes.
3. The study confronts the theory of transformation of the results of historical science into curricula with the practical realization, delimits the possibilities of cooperation of educationists with historians in selecting and arranging curricula in the education system given by the Document of Further Development of the Czechoslovak Education System. As regards future developments it deals with the idea of historical dimensions in other subjects and with a comprehensive analysis of a uniform socio-scientific knowledge which would delimit the place and part played by each subject in the education system.
Practical application of the above-mentioned methodological approaches was demonstrated by an analysis of thematic units of the subject-matter in a publication entitled Teaching of History at Secondary Vocational Schools (1st Year), Prague 1981.