Functions of history. The role of history in society

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Main
cognitive, or intellectually developmental;
educational;
political, or practical-political;
ideological.

The cognitive, intellectually developing function comes from knowledge of the historical process as a social branch of scientific knowledge, from a theoretical generalization of historical and political facts, and from identifying the main trends in the political development of history. It is no coincidence that in scientific language the word “history” is often used as a process, movement in time and as a process of cognition in time.

The practical-political function is that political history as a science, identifying patterns of social development on the basis of a theoretical understanding of historical facts, helps to deeply comprehend a scientifically based political course, thereby avoiding subjective decisions of a political nature.

At the same time, knowledge of political history helps to determine the optimal policy option for leading the masses and interaction with them of various political parties and movements.

The ideological function in the study of political history largely determines the formation of a scientific and political worldview. This is understandable, since political history provides documented accurate data about outstanding political events of the past, based on various sources. People turn to the past in order to better understand modern life and the trends inherent in it. In this regard, knowledge of political history equips people with an understanding of historical political perspective. Political history is not politics “thrown back into the past,” although there is a certain connection between them. Political history cannot be modernized or adjusted to existing concepts and schemes. Incorrectly, tendentiously described and studied political history will never teach anyone anything. Moreover, it is harmful, because the worst thing for social and political practice is an orientation toward distorted historical experience.

Political history also has an educational function. The study of political history cultivates high political qualities in people and helps instill skills in humane policies aimed at realizing the interests of the majority of people. Knowledge of political history actively shapes such civic qualities as patriotism and internationalism; allows you to know the moral qualities and values ​​of humanity in their development; understand categories such as honor, duty to society, human happiness and goodness. At the same time, knowledge of political history allows us to better understand the vices of society, people, political leaders, and their influence on human destinies.

Finally, the study of political history makes it possible to find out what interests are reflected in the policies of certain political parties, social groups, and their leaders, and to correlate class and social interests with universal ones, to show the priority of universal human interests using specific examples of socio-political phenomena. This is very important, first of all, because in modern conditions of political and ideological struggle there remains a large gap between the growing politicization of all aspects of public life and the real level of political knowledge and political culture. As vast masses of the population are included in the processes of transformation, this gap acquires, or at least may acquire, tragic features that will undoubtedly lead to a bloody outcome.

a) assisting government officials in choosing guidelines for their activities

b) formation of civil liability

c) studying the historical experience of humanity and its people

d) theoretical generalization of historical facts and events

Principles of historical science

a) social approach

b) universal approach

c) historicism

d) sequences

d) problematic

6. Establishing connections and relationships between phenomena and processes occurring at the same time in different places - method

a) comparative historical

b) periodization

c) problem-chronological

d) synchronous

7. Study of phenomena at the highest stage of their development - method

a) logical

b) historical

c) retrospective

d) statistical

8. Russian historian who believed that the course of history is determined by 3 factors: the nature of the country, the nature of the tribe, the course of external events

a) M.V. Lomonosov

b) I. Bayer

c) N.M. Karamzin

d) I.Ya. Froyanov

d) S.M. Soloviev

Option II

The subject of Russian history is

a) patterns of development of human society in its past and present

b) the population of Russia at different stages of historical development

c) patterns of socio-economic and political development of Russia and its peoples

2. A set of works devoted to any problems or individual issues of historical science - __________________________________

3. Cognitive function of historical knowledge –

a) theoretical generalization of historical facts and events

b) identifying the main trends in the development of the historical process

c) development of a scientifically based course of foreign and domestic policy of the state

d) formation of a scientific worldview based on the study of the past and present of human society

e) formation of national dignity and citizenship

4. System of principles and research methods –

a) historiography

b) dialectical-materialist method

c) methodology

d) dialectics

e) historiosophy

Principles of historical science

a) universal approach

b) objectivity

c) determinism

d) systematic

e) social approach

The study of history by periods or eras, and within them - by problems - method

a) problem-chronological

b) synchronous

c) logical

d) chronological-problematic

7. The study of one side of the life of society in its consistent development - method

a) chronological

b) problem-chronological

c) chronological-problematic

d) system-structural

The first Russian historian

a) M.V. Lomonosov

b) I. Bayer

c) G. Miller

d) V.N. Tatishchev

d) V.O. Klyuchevsky

Literature

Basic textbooks and teaching aids

1. Zuev M.N. History of Russia: textbook. allowance. – M.: Yurait – Publishing House, 2009. – 634 p.

Educational literature

electronic library system "LAN"

(access from EBS "LAN")

1. Krivosheev M.V., Khodyakov M.V. National history. [electronic resource] - M.: Publishing house "Urayt", 2010. - 191 p.

additional literature

1. Zakharevich A.V. History of the Fatherland: Textbook. – M.: Publishing and trading corporation “Dashkov and K”, 2004. – P. 3 – 16.

2. History of Russia IX – XX centuries: Textbook / Ed. G.A. Ammona, N.P. Ionicheva. – M.: INFRA-M, 2002. – P. 3 – 25.

3. History of Russia. Textbook. Second edition, revised and expanded / Orlov A.S., Georgiev V.A., Georgieva N.G., Sivokhina T.A. – M.: TK Velby LLC, 2002. – P. 3 – 6.

4. History of Russia: Textbook / A.A. Chernobaev, I.E. Gorelov, M.N. Zuev et al.; Ed. M.N. Zueva, A.A. Chernobaeva. – 2nd ed., revised. and additional – M.: Higher. school, 2004. – P. 5 – 9.

5. Source study: Theory. Story. Method. Sources of Russian history: Textbook. allowance / I.N. Danilevsky and others - M.: Russian. state humanist univ., 1998. – 702 p.

6. Kuznetsov I.N. Domestic history: Textbook. – M.: Publishing and trading corporation “Dashkov and K”, 2004. –800 p.

7. Munchaev Sh.M., Ustinov V.M. History of Russia: Textbook for universities. – 3rd ed., rev. and additional - M.: Norma, 2004. – P. 1 – 12.

8. Philosophy of history: Anthology. A manual for students. humanist universities / Comp. Yu.A. Kiseleva. – M.: JSC “Aspect Press”, 1994. – 351 p.

Periodicals

1. Durnovtsev V.I. Historiosophy of the historian // Russian history. - 2009. - No. 4. - P. 181-184.

Internet resources

1. Website Oral History http://www.newlocalhistory.com/ustnaya/

2. Website Electronic Library “Lan” http://www.e.lanbook.com

Seminar No. 2

East Slavs,

History (from Greek historia) means a story about the past, about what has been learned. It has many definitions, but first of all it is the process of development of nature and society; a complex of social sciences that studies the past of mankind in all its specificity and diversity.

There are about two thousand different sciences in the world as spheres of application of human activity, the function of which is the development and theoretical systematization of objective knowledge about reality. One of them is historical science, which, like every science, has its own theory, expressed in a system of laws, patterns, categories and concepts, in the totality of generalized knowledge accumulated in the process of socio-historical life. The ancient Greek historian Herodotus, who lived between 490 and 480-425, is considered the “Father of History”. BC e. It was he who owned the first systematic description of the Scythians, ancient tribes who lived during the 6th century. BC e. - III century n. e. on the territory of our Fatherland.

The story has always aroused and continues to arouse great public interest. This interest is explained by the natural human need to know history. In past years, history as a science was largely politicized. Many of its pages were reflected in literature one-sidedly, which left a certain imprint on the formation of people’s historical thinking. Today we have the opportunity to study the true history of our country.

Historical science has accumulated extensive experience in creating works on the history of Russia. In recent years, fundamental works on the history of Russia by major pre-revolutionary Russian historians have been republished, including the works of S. M. Solovyov, N. M. Karamzin, V. O. Klyuchevsky and others. Today we have the works of such prominent historians as B. A. Rybakov, B. D. Grekov, S. D. Bakhrushin, M. N. Tikhomirov, M. N. Pokrovsky, and our other contemporaries.

Why do you need to know history? We can answer the question posed by first clarifying the social functions of history as a science. There has always been an ideological struggle around the problems of history all over the world, and there is one today; there is constant social division, which sometimes gives rise to acute conflict situations. Multinational Russia has not remained aloof from these processes. In the sphere of its political life, negative phenomena accompanied by bloody conflicts and situations have recently made themselves felt especially clearly. Tens of thousands of dead, hundreds of thousands of refugees, destruction of enormous material and property values ​​in peacetime, disruption of production, degradation of spiritual life. But the worst thing is the crippled souls and hearts of children, poisoned by intolerance, ethno-racism, and disrespect for law and order. This and much more has become a reality of today's historical reality.

Civil responsibility for the historical destinies of our peoples and nations obliges us to carefully understand the causes of social unrest that give rise to serious political crises. And for this it is necessary to find out

thread social functions of knowledge of history. Without this, it is impossible to restore and preserve the national past, its place and role in the great drama of world history. A people, a nation, a nationality without historical memory are doomed to degradation. They cannot and should not give up their past, because then they will have no future. Each state, each country has its own history, which is an integral part of the history of mankind. Therefore, without knowing the history of Russia, it is hardly possible to imagine the multifaceted and complex process of world history. In this regard, it is important to understand what functions the Russian history course performs.

The following functions are most clearly manifested: cognitive, intellectual and developmental; practical-political; ideological.

Cognitive, intellectual and developmental function comes from knowledge of the historical process as a social branch of scientific knowledge; from a theoretical generalization of historical facts, identifying the main trends in the social development of history. In scientific language, the word “history” is very often used as a process, movement in time and as a process of knowledge in time. In the course of the history of Russia, we will be interested in the processes of origin, formation and functioning of the Russian state at various stages of its history. In this regard, the cognitive function of history consists in the very study of the historical path of the Russian state, knowledge of all its sides, phenomena, events and facts.

Practical-political function is that history as a science, identifying patterns of social development on the basis of a theoretical understanding of historical facts, helps to deeply comprehend a scientifically based political course, thereby avoiding subjective decisions of a political nature. At the same time, knowledge of history helps determine the optimal policy for leading the masses and interaction with them of various parties and movements.

Worldview function When studying history, it largely determines the formation of a scientific worldview. This is understandable, since history provides documented accurate data about the events of the past, based on various sources. People turn to the past in order to better understand modern life and the trends inherent in it. It is necessary to take into account that world history conducts a strict selection of events, facts, names, leaving chronicles of those that influenced the fate of civilization and culture. At each stage of world development, milestones and milestones are identified that, due to their impact on the entire historical process, have acquired decisive significance. It is impossible to imagine the history of Ancient Rome without a slave uprising under the leadership of Spartacus, the history of the Middle Ages without major uprisings against feudal lords, modern history without the Paris Commune, the modern history of the 20th century without the October Revolution and the events that followed it. In this regard, knowledge of history equips people with an understanding of historical perspective. History cannot be modernized or adjusted to existing concepts and schemes. Incorrectly, biasedly described and studied history will never teach anyone anything. Moreover, it is harmful, because the worst thing for socio-political practice is orientation towards distorted historical experience.

The history of Russia also has an educational function. Studying the history of Russia, like the history of any other country, cultivates moral qualities in the people and helps instill skills in humane policies aimed at realizing the interests of the majority of the people. Knowledge of history actively shapes such civic qualities as patriotism and internationalism; allows you to know the moral and ethical qualities and values ​​of humanity in their development; understand categories such as honor, duty to society, human happiness and goodness. At the same time, knowledge of history allows us to better understand the vices of society, political leaders, and their influence on human destinies.

Finally, the study of history makes it possible to find out what interests are reflected in the policies of certain political parties, social groups, and their leaders, and to correlate class and social interests with universal ones, to show the priority of universal human interests using specific examples of socio-political phenomena. And this is very important, first of all, because in modern conditions of political and ideological struggle there remains a serious gap between the growing politicization of all aspects of public life and the real level of political knowledge and political culture. It would be naive to believe that politics does not influence history, especially at its turning points.

Meanwhile, it is one thing to have certain political sympathies (there is nothing special about this), but to remain on the basis of an objective presentation of facts, and quite another thing to turn history into a “handmaiden” of political preferences. In this sense, the true truth of history is always better than silence or emotions. But the real truth of history requires not only special respect and careful attitude towards oneself. The truth of history is extremely complex and multifaceted. Therefore, it is very important, when setting oneself the task of a comprehensive scientific development of history, to strive for an objective knowledge of the history of Russia.

Each generation of historians rewrites “its own history.” This judgment is expressed relatively often. At the same time, some believe that the “rewriting of history” by each new generation indicates a situation in historical science. Others believe that the “rewriting of history” is dictated by the objective needs of the development of historical knowledge.

Bibliography:

1.Gorinov, M.M. History of Russia from ancient times to the end of the 20th century / M.M. Gorinov (et al.). - M., 2000

2. Orlov, A.S. History of Russia: textbook / A.S. Orlov (and others) – M., 2008.

3.Zuev M.N. History of Russia: textbook / Zuev M.N.-M., 2000.

4. Munchaev Sh.M. History of Russia: textbook / Munchaev Sh.M (et al.) – M., 2003.

5. Alexandrov V.A. Community management on landowner estates of the 18th-beginning.

XIX century /. M., 1975. S.

6. Gordon A.V. Type of business - lifestyle - personality. M., 1993

7. Gromyko M.M. Family and community in the traditional spiritual culture of Russian peasants of the 18th-19th centuries. / M., 1989.

8. Chistyakov, History of State and Law of Russia. - M., 2001

Internet resources on history:

1.http;//www.humanities.edu.ru/-educational portal “Social, humanitarian and political science education”

2. http;//rushistory.stsiand.ru - History of Russia from ancient times to the present day.

All humanities are designed to educate people, to make them more humane. Thus, the main thing in the ethical teaching of I. Kant is the categorical imperative, that is, the unconditional command to fulfill one’s moral duty (“... from the first moment to the last,” R. Rozhdestvensky would later say); Pushkin's Tatyana Dmitrievna Gremina remembered her debt (“... I was given to another and I will be faithful to him forever”), and L.N. Tolstoy “repaid” his wife and mother Anna Arkadyevna Karenina, who had forgotten the debt, by throwing her under the wheels of a train.

The educational task of “humanizing humanity” has always been present in History, although the nuances have changed. In ancient times, this was a direct call to follow specific positive models, for example, the feat of Leonidas’ warriors who fought to the death at Thermopylae:

Wanderer, you came to Sparta to tell the people that, fulfilling our duty, here we died in bones.

Voltaire saw the moral meaning of his “History of Charles XII” in curing sovereigns from the “madness of conquest.” Later, the task of History in a broad sense began to be interpreted as the cultivation of historical optimism.

In his work “On Our Vocation,” G. Ya. Baklanov proves that “the vocation of a writer is to promote humanity,” and V. A. Kaverin in “Illuminated Windows” reasonably convinces us that we must teach not literature, but literature, and equally not as much history as history. One cannot but agree with the history teacher of the 39th Moscow school A.E. Timofeev: “The general goal of school education and upbringing... is not so much the transfer of knowledge as in teaching humanism, in instilling a humanistic imperative, a humanistic ideal as a life concept” 1 .

Humanity is threatened with dehumanization as a result of the decline of morality, due to the deepening gap between scientific and technological progress and the state of morality.

I. Ehrenburg, in the magazine version of his memoirs “People, Years, Life,” cites V. Mayakovsky’s idea: it is necessary to put a humanistic muzzle on technology, otherwise it will bite a person (remember: the Nazis were close to creating an atomic bomb, and modern terrorists).

The powerful educational charge inherent in history is obvious, but it is important to determine what and how to educate. What should be taught? Patriotism is love and respect for one’s homeland, for the great people and ordinary workers who contributed to its prosperity, created material and cultural values ​​and defended it from enemy invasions; universal human values ​​- humanism (humanity), tolerance (tolerance) towards peoples and individuals who hold different views. We must educate on love for progressive phenomena and hatred for the dark manifestations of the past. You cannot, out of imaginary patriotism, hush up the negative aspects of your history, like a five-year-old boy picking out the raisins from a bun (example of K. M. Simonov).

But in order for a historian talking about the past to really sow the reasonable, the good, the eternal, he himself must be honest. The need for “moral permission” to study history should be an axiom (we find perhaps the most convincing ideas about this from the 18th century enlightener Mably).

History is a science that studies the past of different countries and peoples.

Taking into account the guilt of the victim and the property status of the person who caused the harm.

Active or passive actions are possible when causing harm.

Damage that arose as a result of the intent of the victim is not subject to compensation.

If the degree of guilt of the victim contributed to the increase in harm. Then, depending on the degree of his guilt, the amount of compensation may be reduced.

If there was gross negligence of the victim and there was no fault of the victim, if there is liability without fault, then the amount of compensation may be reduced or compensation for damage may be refused altogether.

If harm is caused to the life or health of a citizen, refusal or exemption from compensation for harm is not allowed.

If the causer is a citizen, then the court may reduce the amount of damage based on his property status, except in cases where the damage was caused intentionally

The subject of history As a science, there is a need to understand historical reality. The need to know the past in order not to repeat the mistakes of the past. And here scientists—historians—come to the fore, trying to understand historical reality.

The task of a historian, like any other scientist, is to search for truth. The process of comprehending the truth is extremely complex and difficult. On this path, a scientist may encounter failures. Due to the complexity of the problem, lack of facts, etc. he, wanting to come to the truth, without noticing it, may fall into error. But in addition to purely cognitive difficulties, the scientist faces other dangers, the sources of which are outside the boundaries of science.

To know history there are few facts, you need information about them. The historical past is reconstructed by scientists using objects of material culture, written sources, or some other basis.

History is a multifaceted science. Archeology was once an auxiliary discipline, but has now become a science that studies objects of material culture, which is important for the reconstruction of real events. In addition to archeology, there are other auxiliary disciplines within the framework of historical science - numismatics (the study of coins and monetary systems), heraldry (the science of family signs), linguistics (the study of languages) and a number of other disciplines. Historical science does not close in on itself, but it opens the door to cooperation with those scientists who help history.

First - educational , intellectually developing, consisting in the very study of the historical path of countries, peoples and in the objectively true, from the position of historicism, reflection of all the phenomena and processes that make up the history of mankind.
Second function-practical-political. Its essence is that history as a science, identifying patterns of social development on the basis of a theoretical understanding of historical facts, helps to develop a scientifically based political course and avoid subjective decisions.
Third function – ideological. History creates documented, accurate stories about outstanding events of the past, about thinkers to whom society owes its development. A worldview - a view of the world, society, the laws of its development - can be scientific if it is based on objective reality.