Relevant issues on teaching history in engineering higher institutions

Abstract

The paper analyzes contemporary situation and problems related to teaching humanitarian subjects in technical institutions. The author explains that transfer to double-degree education has led to reducing of education to 4 years. New curricula reduce in-class learning on humanitarian subjects and exactly in learning history. Introducing of Unified State Examination enforces pupils to choose subjects to pass beforehand and it depends on their prospective professional preferences. It results in the fact that enrollees know history not enough. Subject “History” is included into educational standards as a component of national level; due to this, first-year students must know theory and methods of historic science, fundamental empirical material; get skills of research and analytical work; and understand the role and place of Russia in the modern world. The experience of post-soviet area shows that failures in teaching history or wrench of historic events are followed by difficult situation in the country and international affairs. Situation in Ukraine is an evident fact which proves that “History” as a subject shapes historic personality consciousness, its political and civilization preferences. When the Government saves money on teachers and teaching national history, it leads to negative situations and shocks. These and other relevant issues connected with teaching history in engineering institutions are discussed by the author.