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An Example Analysis of Common Historical Wrong Thinking Patterns
The so-called mindset, from a psychological point of view, refers to the way of thinking that uses the acquired knowledge and experience to solve problems in accordance with ready-made plans or procedures, using customary methods and fixed models. A correct attitude can help students transfer their knowledge and ability correctly, and form a correct learning experience and the ability to solve problems independently, while a wrong attitude is the opposite. So how is the wrong mentality caused?

First, the evaluation only emphasizes limitations and ignores progress.

For example, in the modern history of the world, about the early bourgeois revolution? Private property is inviolable? Policies (such as the Declaration of Human Rights promulgated during the French Revolution), we evaluate that this reflects the class limitations of the bourgeoisie, right? Afraid of working people? Wait a minute. The reason for these conclusions is to look at everything in capitalist society with traditional class position analysis and colored glasses. But if we can correctly analyze the historical background and seek truth from facts, we will not come to such an incomplete conclusion. The early stage of bourgeois revolution was in the early stage of bourgeois anti-feudalism, so anti-feudalism was the core content of the revolution at that time. As the need of the development of capitalist commodity economy, absolute private ownership of the means of production is required, and interference from all sides cannot be tolerated, especially as the main means of production in feudal society, which seriously hindered the development of capitalist economy as the representative of advanced productive forces at that time. Therefore, these slogans put forward by the bourgeoisie are obviously anti-feudal, which is conducive to the ongoing anti-feudal struggle led by the bourgeoisie at that time. Moreover, the contradiction between the bourgeoisie and the working people was not obvious at that time. But anti-feudal allies (for example, during the bourgeois revolution in Britain, France and the United States, the main force of the revolution was the people) to deal with the common enemy-the feudal landlord class. Similarly, other slogans put forward at that time, such as? Freedom, equality and fraternity? And so on, is also the product of ideological anti-feudalism, so what else should not be added? Hypocrisy We should boldly affirm that it conforms to the historical development at that time and is progressive.

For example, in the modern history of China, the yamen of the Qing Dynasty was established in 186 1. Our textbook only emphasizes? The establishment of yamen was beneficial for capitalist countries to control the internal affairs and diplomacy of the Qing government, and marked the beginning of the semi-colonization of the central organs of the Qing dynasty? It is easy to form an extreme mentality towards yamen. However, if we can fully understand the authority and operation of the yamen, objectively evaluate it, in fact, the yamen played an important role in promoting the historical modernization of China at that time, indicating that the Qing government had been forced to abandon its closed door and began to face the world, basically completed the transformation from traditional vassal management to modern diplomacy, strengthened the ties between the Qing dynasty and foreign countries, and also made the feudal system in China begin to have the shadow of modernization.

Second, the evaluation only emphasizes the progress, but ignores the limitations.

Like the Indian Mahatma in modern world history? Gandhi? Leading? Non-violent non-cooperative movement? One of them is:? Go back to the spinning wheel and advocate people to use manual spinning to resist western economic aggression? Textbooks are affirmative, but careful analysis is actually debatable. If analyzed from the perspective of anti-aggression and morality, this is undoubtedly worthy of recognition. But if we analyze it from the perspective of productivity development, the conclusion is just the opposite. Because it opposes the advanced production technology in the west, it can only make India return to the backward feudal society, which is an undesirable historical retrogression.

Like the modern history of China, right? Hundred Regiments Battle? Evaluation. Our textbooks fully affirm that the Hundred Regiments War greatly enhanced the prestige of the Eighth Route Army and strengthened the confidence of the people of the whole country in winning the Anti-Japanese War? ; ? It has great national strategic significance, strengthened the confidence of compatriots in winning great victories and promoted national unity. ? The achievements of the Hundred Regiments War are beyond reproach, and the author has no intention of denying them. However, the adverse consequences of the Hundred Regiments War are inevitable. It should be clear that it prematurely exposed the strength of the Eighth Route Army and strengthened the Japanese policy of consolidating enemy-occupied areas with the main force and dealing with the Eighth Route Army; It also made Chiang Kai-shek more alert to the Eighth Route Army, which directly led to the difficult period of 194 1- 1942 liberated areas. This point is not mentioned in our textbooks, which is not conducive to students' forming correct thinking habits.

Third, the evaluation only emphasizes subjectivity and ignores objectivity.

For example, the evaluation of the Opium War in China's modern history only emphasized subjectivity and ignored objectivity. Subjectively, in order to open the China market, the British invaders launched a war of aggression, committed heinous crimes against the people of China, and seriously violated China's territorial sovereignty, territorial sovereignty and judicial sovereignty, making China start to get involved in the capitalist market and become a semi-colonial and semi-feudal society. However, there is no mention of the objective influence and function of the Opium War on China society, which is not conducive to students to form a correct historical materialism. As Marx said? Isolation from the outside world was once the primary condition for the old China to remain intact, and when this isolation was broken by violence with the efforts of Britain, the process of disintegration was bound to follow, just like a mummy carefully preserved in a sealed coffin would inevitably disintegrate when exposed to fresh air. ? (Selected Works of Marx and Engels, Volume 2) In Marx's view,? The disintegration of old China is a good thing and a gratifying thing. ? Facts have proved that in those trading ports, under the impact of foreign commodities, China's tenacious natural economy gradually began to disintegrate, which objectively promoted the early emergence and development of China's new mode of production and capitalist mode of production.

For example, in the modern history of the world, 19 was put forward to the United States in the 1920s. Monroe Doctrine? Policy, in our high school textbooks, only emphasizes that its subjective intention is to exclude the powers, monopolize the United States, and make the United States an American America. However, if we can realistically analyze this policy of the United States, it objectively safeguarded the territorial integrity and temporary sovereignty integrity of American countries and provided a favorable international environment for the ongoing independence revolution of Latin American countries at that time.

Fourth, the evaluation only emphasizes objectivity and ignores subjectivity.

Similarly, evaluation only emphasizes objectivity, and ignoring subjectivity will lead to wrong conclusions. For example, we analyze the reason why Northeast China is now the center of heavy industry in China. Some people say that? The industrial development in Northeast China has benefited from the Japanese colonial rule in Northeast China at that time. ? This conclusion is naturally wrong. The question is how to refute it. The development of northeast industry in China mainly depends on the hard work of the northeast people. Although the Japanese invested and managed the northeast industry during the colonial rule, it did play a certain role in promoting it. But the Japanese aim is to turn the northeast of China into the base of its aggressive war and the industry of the northeast of China into an integral part of its war machine. And plundered a large number of industrial raw materials, strategic materials, labor and a large number of agricultural products from the northeast. Therefore, this view only sees the superficial phenomenon and does not see the essence.

Another example is the evaluation of the nature of World War II by world history. Textbooks emphasize that the nature of World War II is completely different from World War I, and it was the world anti-fascist war from the beginning. There is nothing wrong with this evaluation, but it is easy to give us the illusion that some imperialist countries, such as the United States and Britain, are also fighting for world peace. In fact, the subjective purpose of imperialist countries in World War II is to safeguard their vested interests; Objectively conforms to the anti-fascist trend of the people of the world. This can actually be obtained from the analysis of the root cause of the outbreak of the Second World War (the law of unbalanced political and economic development in imperialist countries).

From the above four aspects, we can get an understanding: the content of textbooks is the main support of learning, but we can't learn to death and can't be limited to the expression form of textbooks; We should correctly analyze and treat some historical facts, viewpoints, concepts and conclusions in textbooks, and adhere to the mode of production (productivity and production relations) as the only criterion for measuring and evaluating history in the analysis; Adhere to the principle of seeking truth from facts and make an objective and fair evaluation; At the same time, we should learn to find the correct laws and conclusions by ourselves, form the correct historical thinking ability, and thus break through the wrong thinking set.