When was the work "Bản án chế độ thực dân Pháp" written? How many perspectives on developing the History curriculum are there in Vietnam?

When was the work "Bản án chế độ thực dân Pháp" written?

"Bản án chế độ thực dân Pháp" is a work by President Ho Chi Minh, written in French around the years 1921-1925 and first published in 1925 in Paris (the capital of France).

In 1946, in Vietnam, this work was published in French in Hanoi. In 1960, the Truth Publishing House published its first Vietnamese edition, included in Ho Chi Minh's collected works. Specifically:

- "Bản án chế độ thực dân Pháp" is an indictment that denounces the crimes of French colonialists not only in Indochina and Vietnam but across various colonies: Algeria, Tunisia, West Africa...

- The emergence of "Bản án chế độ thực dân Pháp" marked a significant milestone in the maturation of the Vietnamese people's revolutionary consciousness, meeting the urgent demands of the Vietnamese revolution for a wise and proper course of action to break free from the ambiguity regarding revolutionary direction and goals.

- "Bản án chế độ thực dân Pháp" is a creative contribution of great historical significance to the dissemination of Marxism-Leninism in Vietnam. Through this work, the light of revolutionary truth of the era illuminated the minds of our people and oppressed nations...

The work consists of 12 chapters and an appendix, with concise, succinct writing and convincing events. It denounces the French colonizers' brutal methods of forcing "native people" to pay the "blood tax" for the motherland... to "die on European battlefields," oppressing women and children in “colonies”; colonialists' officers and officials were described as a pack of vicious beasts, etc.

The work "Bản án chế độ thực dân Pháp" made a significant impact from its inception, awakening the conscience of those who cherish freedom, equality, and fraternity, guiding oppressed nations to follow the path of the Russian October Revolution and Marxism-Leninism, igniting the flame of struggle for independence, freedom, and socialism of the Vietnamese nation.

Note: Information is for reference only!

When was the work "Bản án chế độ thực dân Pháp" written? How many perspectives on developing the History curriculum are there in Vietnam? (Image from the Internet)

What does the general education program for History benefit students in Vietnam?

According to Section 3 of the General Education Program for History included with Circular 32/2018/TT-BGDDT, the objectives of the general education program for History are as follows:

- The general education program for History helps students develop historical competence, a manifestation of scientific capabilities formed at the secondary school level; contributes to nurturing national spirit, patriotism, and the good traditional values of the nation and human cultural essences, characteristics, and competencies of Vietnamese citizens and global citizens in line with contemporary development trends;

- The general education program for History helps students access and clearly understand the role and characteristics of historical science and the connection between history and various scientific fields and professions, providing a foundation for students to orient their future careers.

How many perspectives on developing the History curriculum are there in Vietnam?

Under the general education program for History issued together with Circular 32/2018/TT-BGDDT, the five perspectives on developing the History curriculum in Vietnam include:

The History curriculum thoroughly instills viewpoints, objectives, and general orientations on developing and advancing the general education program outlined in the overall program, particularly focusing on viewpoints enhancing students’ qualities and competencies, while emphasizing certain viewpoints:

[1] Scientific, modern

The History curriculum helps students approach history by applying modern achievements of historical science and educational science. To be specific:

- The History curriculum thoroughly adheres to the guidelines, and viewpoints of the Communist Party of Vietnam and the State of Vietnam;

- The History curriculum values foundational principles of historical science, ensuring respect for historical truth, the richness and diversity of history; objectivity, comprehensiveness in presenting and interpreting history;

- The History curriculum aims to guide and encourage students to learn, and explore history according to historical science principles, thereby helping students develop historical thinking and critical thinking;

- The History curriculum contributes to building the ability to analyze and evaluate historical figures, events, and processes scientifically, aiding students in recognizing historical laws and lessons and applying them to practice.

[2] Systematic, fundamental

The main development axis of the History curriculum is a system of topics and study subjects on fundamental issues of world history, Southeast Asian history, and Vietnamese history, to enhance and broaden the general knowledge students learned at the the lower secondary level. To be specific:

- The topics and study subjects in the History curriculum are systematic, and fundamental, stemming from the requirements to develop competencies and history education for each class;

- The History curriculum's knowledge components ensure logical consistency (in chronological and synchronous relationships, the interaction between Vietnamese history with regional and world history...);

- The History curriculum ensures that students access fundamental historical knowledge in political, economic, social, cultural, and ideological fields; developing lifelong history self-study competencies and the ability to apply understandings of world, regional, and Vietnamese history, culture, and society into life.

[3] Practical, experiential

The History curriculum values historical practice content, linking history with real life. To be specific:

- The History curriculum considers practice an important content and a practical, effective tool to develop students' competencies;

- The History curriculum increases the duration of practical activities; diversifies types of practice through various educational forms such as group activities, individual self-study; learning in the classroom, museums, in the field; project-based learning, heritage learning;...;

- The History curriculum ensures suitability with the practical and socio-economic conditions of the country and localities. Through the system of study topics and subjects, the educational forms organized, the History curriculum creates flexibility to be adjustable for localities and different student groups while ensuring the overall education level nationwide, compatible with regional and global standards.

[4] National, humanistic

The History curriculum helps students correctly perceive the nation’s traditional values, forming and developing the good qualities of Vietnamese people and the universal values of global citizens. To be specific:

- The History curriculum helps students have correct perceptions of patriotism and genuine, progressive nationalism of the Vietnamese people, the position of the nation-state in the region and the world in historical periods, aiming to build genuine national pride, recognizing both strengths and limitations in the nation’s historical legacies;

- The History curriculum helps students form and develop humanistic values, and community spirit, against social, cultural, ethnic, and religious prejudices and discrimination; aiming towards tolerance, kindness, respect for differences, and equality among nations, communities, genders and social groups; aspiring for peace, reconciliation, harmony, and cooperation;

- The History curriculum helps students adopt a correct and positive attitude towards issues of natural resource, nature, and environmental protection, aiming for sustainable development and the struggle for a peaceful, progressive, transparent, just, and civilized world.

[5] Open, interconnected

The History curriculum features openness and interconnectedness. To be specific:

- The knowledge and skill structure of History creates opportunities for students to connect and integrate with knowledge and skills of other subjects such as Geography, Literature, Civic Education, National Defense and Security Education,...;

- The History curriculum empowers local authorities and schools to develop educational plans suitable for local conditions, providing creative space for teachers to implement the principle of “one program, multiple textbooks”; emphasizing the collaboration between school, family, and society in history education;

- The History curriculum ensures high integration principles at lower grades, gradually differentiating at higher grades; closely connecting between educational levels, between classes in each educational level and linking with vocational education and higher education programs.