VYSVĚTLENÍ JAKO DIDAKTICKÝ NÁSTROJ VE VÝUCE NA STŘEDNÍ ŠKOLE

The present study aims to contribute to the debate on the nature of history teaching in secondary schools. In the latest annual reports of the Czech School Inspection, the schools are repeatedly criticised for being too focused on the transmission of content instead of the cultivation of general competences. The starting point of the analysis is the notion of explanation as presented in curriculum documents and didactic literature. The same concept has a much more fundamental role in the theories of philosophers of historiography, who propose more concrete formulations for it. Thus, the study will briefly outline the notion of explanation according to C. G. Hempel, L. J. Goldstein and H. White, and for each of them will propose a potential topic and scenario of a model lesson that would comply with the formulation of the current curriculum. It turns out that the explanations of the philosophers of history are more complex in nature than didactic concepts and can be used to design model tasks. Finally, the question is raised whether the ideas of the philosophers can be useful in the latest trend, which is the development of concretized historical literacy.