Тарихи білім берудегі азаматтық құндылықтар: батыстық тұжырымдамалардың теориялық-әдіснамалық талдауы

Abstract

The article is devoted to a theoretical and methodological analysis of foreign approaches to understanding civic values within the system of historical education. The relevance of the study is determined by the increasing role of the value-based dimension in educational practices under the conditions of globalization, cultural pluralism, and the transformation of models of citizenship in contemporary society. In this context, historical education is increasingly viewed not only as a field for transmitting knowledge about the past, but also as a space for the formation of civic identity, the development of a critical attitude toward social experience, and readiness for participation in public life. The article examines the main theoretical directions within the foreign scholarly tradition in which civic values are interpreted as a significant category of historical education. The analysis encompasses liberal-democratic, republican, critical-theoretical, multicultural, and competence-based models that reflect different understandings of the relationship between historical knowledge, civic education, and educational practice. Particular attention is paid to the differences between normative and critical approaches to the formation of civic values, as well as to the ways in which these values are co nceptually integrated into the content and methods of history teaching. It is demonstrated that contemporary foreign theories show a tendency to move away from rigidly prescribed value frameworks in favor of developing historical thinking, reflexivity, the ability to interpret the past, and participation in public discourse. Civic values are increasingly understood not as a set of predetermined norms, but as the outcome of learners’ meaningful engagement with historical narratives, sources, and social contexts. The article substantiates the position that civic values in historical education function primarily as a methodological guideline influencing the selection of content, the structure of curricula, and pedagogical strategies. The authors emphasize the i mportance of critically reflecting on foreign experience and adapting it to national educational contexts, considering the risks of ideological instrumentalization of historical knowledge.