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今年3月18日和19日,天津历史学会和本刊编辑部联合召开了两个座谈会,对论了有关“让步政策”的问题。18日的座谈会邀请了天津市部分中学政治、历史、语文教师和小学教师参加。中小学教师在发言中说,过去在处理教材中有关“让步政策”的问题时总感到有些困难。大家认为“让步政策”在历史上是不存在的;当前关于“让步政策”等问题的辩论,是两种历史观的一场斗争,教师应通过这场斗争加速自己的思想革命化。19日的座谈会邀请了天津市部分史学工作者参加。参加者就历史上有没有“让步政策”的问题、“让步政策”的提法是否有害的问题等进行了争论;有些同志还对目前学术界一些“让步政策”说者的某些论点谈了自己的不同看法。现在把“中小学教师座谈会纪要”和“史学界座谈会发言摘要”发表在下面。当前关于“让步政策”等问题的讨论,是坚持无产阶级唯物史观、反对资产阶级唯心史观、将史学革命进行到底的一场斗争。它关系到我们在文学领域里以什么观点为指导来进行研究和教学,关系到我们以什么观点指导下的历史知识来教育青少年一代。对我们教师来说,改造历史观,也关系到我们对自己的世界观、对自己的教育教学思想的改造。本刊目前进行的有关历史教学地位和作用的讨论,将逐步转到有关历史观的讨论。希望教师们能结合当前史学界讨论的一些重大问题,联系自己的教学实际和思想实际,写成文章寄给本刊。
On March 18 and 19 this year, the Tianjin Historical Society and the editorial department jointly held two symposiums on the issue of “concession policy.” On the 18th, the symposium invited some high school political, historical, language teachers and primary school teachers in Tianjin to attend. In their speeches, primary and secondary school teachers said that in the past, there were always some difficulties in handling the issues concerning the “concession policy” in the textbooks. Everyone thinks that “concession policy” does not exist in history. The current debate on issues such as “concession policy” is a struggle between two kinds of historical views. Teachers should speed up their ideological revolution through this struggle The The symposium on the 19th invited some historians from Tianjin to attend. Participants have debated whether historically there were any “concession policies” or whether the formulation of “concession policy” was harmful or not. Some comrades also expressed their contention on some of the “concession policy” speakers in the academic community Some of the arguments talk about their own different views. Now, the “Summary of the Symposium for Primary and Secondary School Teachers” and the “Summary of Statements and Symposia Symposia” are published below. The current discussion on such issues as “concession policy ” is a struggle to persevere in the proletariat’s historical materialism and oppose the bourgeois idealist view of history and carry through the revolution in history. It is related to what we think in the field of literature as a guide to conduct research and teaching, related to our historical knowledge under the guidance of what perspective to educate the young generation. For our teachers, reforming the view of history is also related to our transformation of our own view of the world and our own educational and teaching ideas. Our current discussion of the status and role of history teaching will be gradually shifted to the discussion of the concept of history. I hope teachers can combine some major issues discussed in the current history of science, with their own teaching practice and ideological reality, written articles sent to this magazine.