NOVIKOV S. HISTORICAL KNOWLEDGE AND HISTORICAL MEMORY AS SCYLLA AND CHARYBDIS OF SCHOOL HISTORICAL EDUCATION. LIFELONG EDUCATION: The 21st Century.
2026. Vol. 14. No. 1. DOI: 10.15393/j5.art.2026.11705


Vol. 14. No. 1.

Lifelong learning in the modern world: the research and design methodology
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HISTORICAL KNOWLEDGE AND HISTORICAL MEMORY AS SCYLLA AND CHARYBDIS OF SCHOOL HISTORICAL EDUCATION

NOVIKOV Sergey G.
Doctor of Pedagogical Sciences, PhD in Historical Sciences, Associate Professor, Professor of Pedagogy Department
Volgograd State Social and Pedagogical University
(Volgograd, Russian Federation)
novsergen@yandex.ru
Keywords:
historical memory
historical knowledge
historical thinking
historical empathy
sociocultural identity
myths.		 Abstract: the article presents the author's vision of solving the key problems of school history education. The purpose of the article is to show how to combine in a school history course the seemingly incompatible ‒ «historical knowledge», which should be objective, and «historical memory», which is subjective by its nature. Based on the conceptual description of the phenomena of «historical consciousness», «historical knowledge», «historical memory» contained in modern humanities, the author, through the analysis of the regulatory framework in the field of education, educational literature and modern pedagogical practice, came to the following conclusions. A teacher solving the problem of installing in the consciousness of students both pedagogically adapted scientific historical knowledge and representation of past events (historical memory) should abandon a monologue in favor of a dialogue (with a student, a source). He will be able to plot a course for the school ship of history between the rational («knowledge») and the emotional («memory») in the case of focusing efforts on mastering the skills of historical thinking by students (the ability to understand and explain history, to see the past through the eyes of ancestors and to establish cause-and-effect relationships, respectively). This will ensure the development of historical empathy in schoolchildren (the willingness to feel the events being studied, to evaluate them based on the image of the world of people from past eras). Thus, the school history course will be both a tool for combating amnesia and a means of mastering the results of modern scientific research on past social reality.
Paper submitted on: 08/10/2025; Accepted on: 01/13/2026; Published online on: 03/26/2026.

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DOI: http://dx.doi.org/10.15393/j5.art.2026.11705