ღირებულებების დამკვიდრება ამერიკის შეერთებულ შტატებსა და საქართველოში ისტორიის სწავლების გზით: შედარებითი ანალიზი

This dissertation explores the role of history education in fostering democratic values such as patriotism, tolerance, and equality.
The central aim of the study is to examine how these values—equality, religious tolerance, and patriotism—are instilled through history teaching in the United States and Georgia. The research investigates the methods used in both countries, the types of activities presented in history textbooks to support building values and based on this analysis, the research aims to share American experience. There are key research questions: while building the values that we are interested in what types of content and methods are used in both countries? What kinds of assignments are included in history textbooks? Based on all of this, how can the American experience be shared?
The research is principally based on primary sources, including social studies curricula from different American states and Georgia; American and Georgian history textbooks; interviews of American historians; and statistical data on incidents of discrimination. Secondary sources include scholarly articles, books, and other academic publications by American historians.
The research analyzes the establishment of values in colonial America and compares them with the post-independence period, focusing on the educational goals and the values emphasized by the Founding Fathers. It further examines the influence of progressive education on history teaching, especially the goal of Americanization, and addresses the role of history education in building values during the Cold War and in the contemporary United States.
In the Georgian context, the research discusses the period before the First Republic, the Soviet era, and the years following the restoration of independence in 1991.
Key findings include:
1. History education has played—and continues to play—a crucial role in shaping civic values in the United States; however, some state curricula should be revised to place greater emphasis on equality.
2. American textbooks should more fully incorporate multicultural perspectives to better facilitate building values, though they already present diverse teaching strategies and tasks.
3. In Georgia, the social studies curriculum and some textbooks need revision to diversify learning activities. It would be beneficial to categorize assignments and indicate the specific skills they aim to develop, as is common in American textbooks.
4. The educational process is complex, and history education alone may not be sufficient for transmitting democratic values. Therefore, proper teacher preparation is essential.