TEACHING INTERNATIONAL HISTORY IN THE HIGHER EDUCATION INSTITUTIONS: THE LOGIC AND THE PROBLEMS
One of the first problems in teaching international history in the higher education institutions is the framework of concepts and terminology. After its working out and formulating independent problems for the further search of the answer, the acquaintance with the developed concepts is carried out (it is more logical to do this in the educational process within the framework of a lecture course), and the formation of an independent hypothesis starts; i.e., the search of a possible solution of the problem begins. Thus the main condition, which any hypothesis should satisfy, is its validity. There is no necessity to proclaim validity of any hypothesis: in this case it becomes already a part of the theory. It is necessary to foster the ability of the students to comprehend the set of facts by means of hypothesis. And as a result, within the limits of an educational paradigm it suffices to achieve the ability of the students to connect the hypothesis, the problem and the framework of concepts and terminology. This is the requirement whose value is often underestimated.