导言由于民族和历史的关系是极其复杂的,因此我想在这有限的时间和空间里集中讲述这一辨证法的三个方面。首先,我想将导致历史是引起有关民族认同讨论的原因之一,也是其组成部分之一的方式理论化。其次,我想对学校是否应该被看作是一个储存一些构成民族特征的东西的储存库提出一些吹毛求疵的评论。最后,我将主要参考一些我最熟悉的特定的教育背景,比如英国(非美国)来定位我的讨论。在讨论过程中,列在前面的两点原因很明显,而且进一步证明我的中心论题,那就是我们应谨慎地看待那些通过学校历史课程来定义民族的尝试。 Introduction Since the relationship between peoples and history is extremely complex, I would like to focus on three aspects of this dialectic in this limited space and time. First, I would like to theorize the ways in which history is one of the reasons that lead to the debate about national identity and one of its components. Second, I would like to make a few gratuitous comments about whether the school should be considered as a repository for something that constitutes a national identity. Lastly, I will focus my discussion on some of the specific educational backgrounds that I am most familiar with, such as the United Kingdom (not the United States). The two reasons listed above are obvious in the discussion and further prove my central thesis that we should be cautious about attempts to define a nation through school history curricula.