Theme of revolutions of 18-19th c in teaching and studies of universal history. Experience and problems

Straipsnis parengtas pagal pranešimo konferencijai „Visuotinė istorija Lietuvos universitetuose: nuo praeities iki dabarties“ (2006 m. lapkričio 24 d.) apmatus. Jame nagrinėjama XVIII-XIX amžių revoliucijų tematikos dėstymo Lietuvos mokyklose nuo XX a. trečiojo dešimtmečio pradžios ligi šių dienų problemos. Daugiausia vietos skirta Nepriklausomos Lietuvos epochai. Analizuojamos programos ir vadovėliai, kurie buvo parašyti vietinių autorių, nors jų lygis gana vidutinis. Akivaizdu, kad daugiausia dėmesio skiriama Didžiosios Prancūzijos revoliucijos nušvietimo analizei, padaryta išvada, jog aiškiai vyravo klasikinis liberalus požiūris į tą pasaulinės reikšmės įvykį. Jo laikėsi ir Kauno universitete dėstęs L. Karsavinas. Tarybinė revoliucijų, pirmiausia Didžiosios Prancūzijos revoliucijos, samprata buvo savotiškas jau minėto klasikinio liberaliojo požiūrio pernelyg ideologizuotas, bet vis dėlto kontinuitetas. Tam teiginiui pagrįsti pasiremta XX a. prancūzų istorikų vertinimais. Tačiau tarybinio laikotarpio programos ir vadovėliai buvo verstiniai, bendri visai TSRS, lietuvių autoriai juos rengiant nedalyvavo. Lietuvoje po 1990 metų pasikeitė programos ir vadovėliai, jie buvo ir yra rašomi jau vietinių autorių. Atsisakyta tarybinio ideologizavimo, bet požiūris į XVIII-XIX a. revoliucijas kardinaliai nepasikeitė. Problemos: visuotinės istorijos, konkrečiai revoliucijų vieta integruotuose vadovėliuose ir santykis tarp istorijos mokymo vidurinėse mokyklose ir studijų aukštosiose.The theme of revolutions was and still is widely analysed in history course in secondary schools and in appropriate specialities of higher education institutions. This was true in the independent Lithuania, during the soviet period and after 1990 as well. In the independent Lithuania the theme of the revolutions of 18-19th c. (the French Revolution in the first place) comprised majority of history programmes. The same attention for this event of universal meaning can be noticed in the textbooks for secondary schools - in integrated textbooks as well as in the textbooks of universal history of the New Ages. The most famous textbook authors J. Geniušas and J. Norkus held left-wing views but during the whole period of independence the Ministry of Education was led by Christian Democrat or Nationalist ministers (except for the Social Democrat V. Čepinskis). So the conclusion can be drawn that the then Lithuanian intelligentsia, despite its political differences, evaluated the revolutions in accordance with the classical liberal conception, which was originated in the 1830s by the French historians F. Mignet and A. Thiers. This was the spirit of the studies of revolutions in the Faculty of Humanitarian Sciences in Kaunas University as well. During the Soviet period so-called bourgeoisie revolutions were studied very widely in the courses of universal history in secondary schools and higher education institutions especially emphasizing the significance of the Paris Commune of 1871. Soviet science digested the classical liberal concept of bourgeoisie revolutions (it was also determined by the factor that the Bolshevists declared French Jacobins as their predecessors) but construed it in its own way, especially highlighting economic and social aspects. In Soviet times universal history textbooks, including those of the history of the New Ages, were common to all school of the USSR (in Lithuania translated textbooks were used). These textbooks were richly illustrated, without factual mistakes but overmuch idealized; the textbooks of secondary schools by a plenitude of factual material resembled shortened versions of higher education institution' textbooks. After the year of 1990 the revolutions of 18-19th c. still occupies considerably space in the history courses of secondary schools and higher education institutions. Lectures and secondary school textbooks, prepared by Lithuanian authors, reject some prejudice translations of the Soviet period at the same time sustaining the classical concept of the French Revolution and other those epoch's revolutions. However, it would be advisable to invoke, at least partially, new translations of universal history of the 2nd half of the 20th century explaining different sides of the phenomenon of revolution