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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Kyriaki Fardi
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DOI:10.17265/2159-550X/2026.04.004
University of the Aegean, Rhodes, Greece
This paper refers to the concept of “historical critical thinking” as it appears in the three versions of the recent Greek History Curriculum for primary school. It is a comparative study of the discourse of the three versions of the recent history curriculum for primary school, which were published during three consecutive school years, in the pilot phase of their implementation. The method of analysis of this study is Critical Discourse Analysis (CDA). The main purpose of this paper is to explore the meaning and context of this term as presented in the three versions of the history curriculum and to compare the findings of the study with corresponding references in international literature. The main conclusion of this study is that this term refers much more to the development of general skills and competences with cognitive characteristics and much less to the critical understanding of the historical past.
teaching history, history curriculum, primary school, critical discourse analysis (CDA), historical thinking
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