Abstract
Patriotic education is an important and integral part of the learning process for students. This paper proposes patriotic education technologies tested at the Kazan State University of Architecture and Engineering when teaching history as part of the Fakel project (Torchlight). In this project, students record the accounts of the Great Patriotic War veterans, study family archives and Internet-based databases to collect and summarize the details of the war events. This technology helps better engage students in studying and writing historical reports to cover the events of personal importance from their family history. This improves understanding of history and historical research skills; it instills love and respect for the country and for the people, while the participants also become civic-minded as a result. The Project has involved more than a thousand students over ten years, which is a sign of success and students’ great interest in it.
Highlights
Patriotic education of young people has traditionally been on the core ideological agenda of the state; it is a problem addressed through public and governmental organizations, educational and spiritual institutions
The problem of preserving historical memory in patriotic education is presented in the works [812]
Students have to talk to their families to decide who to interview; alternatively, they can find a Great Patriotic War (GPW) veteran in their city or town
Summary
Patriotic education of young people has traditionally been on the core ideological agenda of the state; it is a problem addressed through public and governmental organizations, educational and spiritual institutions. Sociological studies of the last five years show that patriotic education remains an important and socially significant problem [1,2,3,4]. One of the important resources that patriotic education can use is historical memory linking generations. The problem of preserving historical memory in patriotic education is presented in the works [812]. Dickvan Straaten pointed out that teachers must engage students in building «images of time» [17, 18].
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