Commissioned by the Institute of National Remembrance, the research into the historical awareness of Poles is the first undertaking on such a large scale, and the primary aim was to discover the degree of knowledge about the past possessed by the inhabitants of our country.

The research results are extremely interesting and lead to many inspiring conclusions. Above all, they should stimulate more excellent reflection on the state of knowledge and historical awareness, especially among young Poles – secondary school students. They also provide answers to questions concerning the sources from which Poles draw their understanding of their past. They show which activities, as well as which educational offerings, enjoy the most significant interest and produce the best results.
A dynamically changing world requires historical education to be adapted to the perceptions of young Poles. The wide range of means and methods supporting teaching prompts us to reach for creative forms of acquiring knowledge about our past. Achieving a synergis tic effect between new technologies (e.g., computer games or en counters with ‘living history’ at concerts and theatre performances) and traditional forms of teaching from textbooks is the key to building an inclusive message – attractive in form and, at the same time, based on sound scientific research.
Education for the future is a mission fulfilled by the Institute of National Remembrance, often inspiring unconventional but effective activities that increase historical awareness and knowledge. History is a bridge between the past and the present for the benefit of future generations of Poles – socially aware, proud of their ancestors, with a strong sense of connection and responsibility for their Homeland.

Karol Nawrocki, PhD
President of the Institute of National Remembrance

More than six thousand people participated in the research project, and the selected results are included in this publication. In three random and representative surveys, the attitudes of Polish society towards the past were analysed. The focus was on categories of crucial importance for the design of educational policy:  secondary school students, history teachers, and Poles aged 20 and over. Such extensive quantitative research was complemented by in-depth qualitative  research employing focus group interviews.

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