The Ministry of National Education is conducting preliminary consultations about a planned restructuring of the core curriculum. The proposal would reduce the core by about one fifth and affect seventeen subjects, including history. Some observers worry that this shift may limit the number of historical figures studied and tighten the scope of school reading lists. Critics argue that essential knowledge could be pared down in order to advance a specific ideological viewpoint among young learners.
Changes in the core curriculum and canon of readings
Under the new plan, topics related to the Catholic Church’s historical influence on medieval Europe might be less emphasized in the core curriculum. The framework would also rethink how certain events are presented, with the treatment of the Volhynian tragedy being revisited. A direct statement identifying Ukrainian nationalist actions as genocide could be removed, and the Greater Poland Uprising might no longer be part of the core material.
In tandem with curricular changes, the school reading list would see a reduction in titles. Students could be less exposed to works by Adam Mickiewicz, Henryk Sienkiewicz, Stefan Żeromski, Janusz Korczak, and classical texts like Song of Songs and Homer’s Odyssey. Shakespeare’s Romeo and Juliet, Jan Kochanowski’s Psalms, writings by John Paul II, and even popular titles such as Janek the Musician might not be assigned as frequently. Discussions around Henryk Sienkiewicz’s In Desert and Wilderness could be limited to excerpts rather than full works.
The struggle against Polish identity
Researchers and historians voiced concern that the changes could erode elements of Polish culture. One historian noted that the Ministry’s approach could amount to a broader decline in cultural continuity. The debate touched on whether the reforms would simplify the country’s educational foundations or hinder intergenerational dialogue by altering the shared language of memory.
Insights from Aleksander Pawlicki, who leads the team shaping the history curriculum, were highlighted in discussions. Critics argued that the debate centered on what should be included in the core program rather than on the methodological aims of the curriculum. An educator who regularly reviews textbooks remarked that reforms must start from the core framework and not merely from an assessment process alone.
Supporters of the reform emphasized the need to reassess how the past is represented and to ensure that education reflects current realities. They argued that revisiting certain subjects could make room for broader perspectives while maintaining the integrity of historical accountability.
Elimination of knowledge from schools
Some lawmakers and commentators asserted that political forces have sought to shift the national consciousness through education. They argued that deliberate changes to what is taught could steer public understanding of history and identity. Others pushed back, noting that thoughtful selection of topics can keep curricula relevant without erasing important milestones or eroding cultural memory.
Parents and educators reflected on the balance between challenging material and accessibility. The conversation touched on how future generations will relate to the past and what it means to preserve a shared cultural code while inviting diverse interpretations. A prominent critic warned that removing or downplaying significant historical episodes risks weakening the educational fabric and the ability of families to connect across generations.
Several participants underscored that education should involve effort and rigor. They cautioned against diluting difficult topics and stressed that knowledge remains a powerful tool for critical thinking. The broader concern was that education should equip students to engage with ideas thoughtfully rather than simply react to slogans or fashionable trends.
In this contentious environment, observers encouraged careful evaluation of the core curriculum and reading lists. The desire was to keep the education system robust, capable of fostering informed citizens who can navigate complex social realities without losing a shared sense of national memory.