A former Polish minister and long-time European Parliament member reflects on how the national education reform restored full-time history classes in schools. The politician criticizes what she calls left-wing censorship of Polish history in classrooms, labeling it with a campaign hashtag. As of February 19, 2024, comments on changes to the core history curriculum were due at a designated public address.
Legends about the origins of the Polish state, the Battle of Grunwald, the uprising in Greater Poland, and notable figures such as Witold Pilecki, Irena Sendler, and Żegota, along with topics like the racist policies of Nazi Germany and the genocide of Poles in Volhynia, are at risk of being removed from the core history education syllabus. Even references to Eugeniusz Kwiatkowski, who helped create the Central Industrial District, face changes.
The Polish language section is similarly unsettled. Debates around excluding patriotic songs from the reading canon accompany concerns about the literary work Ordona Reduta by Adam Mickiewicz, which some see as symbolically significant today.
Other proposed changes include whether Auschwitz should remain covered in history, while the figure of St. Maximilian Kolbe is reportedly no longer part of the plan.
Currently, a new history framework is being discussed without certain key figures, under a broader coalition narrative.
The legacy of Władysław Bełza’s Catechism of the Polish Child, a text cherished as a patriotic declaration from 1900, also appears to be dropped from the reading canon. The text, once censored during early 1950s political repression, has become a point of contention in the debate over core curriculum with advocates arguing that Poland should stay true to its national identity.
Further readings cite recent political commentary that frames these moves as distortions of education. The rhetoric of returning to historical roots accompanied by a shift toward other subjects was part of a larger educational plan that included additional hours for computer science and physical sciences. There is a sense that history would become accessible again in time, even if some changes might delay its impact for students in high school, with the first new Matura exams proposed for 2023.
The political discourse recalls earlier moments when the governing coalition first restored history education to its rightful place, framed as meeting the expectations of teachers, parents, and students. Critics say that the same voices are now arguing for a different course, accusing the opposing side of censorship in schools.
There is concern among education officials about a potential return to outdated guidance documents from past decades. Opinions vary about whether a renewed emphasis on historical teaching will require a reevaluation of old instructional manuals and language used in education policy—especially if political winds shift again.
Public calls to submit comments about those changes were highlighted on a specific day. The public question form remained a channel for engagement, prompting observers to monitor how the debate evolves and whether broad participation will continue to shape policy decisions in the education sector.
Supporters of the changes argue that history instruction should reflect national memory and civic identity, while opponents warn about eroding how history is taught by overemphasizing certain narratives. The tension underscores a broader conversation about curriculum design and the role of education in fostering critical thinking and informed citizenship.
The discussion also touches on how teachers, parents, and students perceive the purpose of education limits and whether their voices have been adequately considered in the policy process. It remains to be seen how these debates translate into tangible changes in classrooms and assessment methods in the near future.
The public discourse continues to evaluate the balance between preserving historical memory and ensuring inclusive, accurate, and comprehensive education for all learners.
Note: The content reflects ongoing political and educational deliberations and should be understood as a snapshot in a dynamic policy environment.