Our aim is to promote the teaching of history as an academic discipline. We also seek to build the capacity and capabilities of history teachers through continuous professional development.
Lebanon has never had a common textbook on the country’s history since independence. Even today, Lebanese children from different communities are taught different versions of their nation’s history. This is extremely damaging to social cohesion, reinforces confessional divisions over multiple generations and sews the seeds of future civil conflicts.
Lebanese from across the sectarian landscape, agree on the urgency to develop a common History textbook, which will help to build a common national identity and begin to heal the legacy of the civil war. This was even recognised in the Taif Accord that created the peace treaty ending the 1975-1989 civil wars, which stipulates the creation of a unified history book.
Teaching history in a country recovering from a fierce civil war is an emotive and delicate task. Four different governments have previously tried and failed to produce a unified national history curriculum and textbooks.
Our constitution and stated values mean that we are recognised as a non-confessional, non-aligned organisation that can take on subjects that are politically sensitive. Our academic credentials and track record of research and expertise in this field makes us best suited to address this controversial issue in an independent way.
Below is a list of the projects:
“Historians’ strategies for approaching evidence and exploring change and continuity” is the workshop that was organized by the Centre for Lebanese Studies in collaboration with the Lebanese Association for History. The workshop was facilitated by Bassel Akar, Maha Shuayb, Jihane Francis, and Amira Al Hariri. For two full days, participants experimented with the disciplinary approach […]
The project is part of a series of programs and activities organized by CLS to transform the teaching of history in Lebanon from a single narrative approach to a disciplinary one. Learning history as a discipline can foster dialogue, collaboration, informed decision-making and other necessary competencies for social cohesion, democracy and active citizenship. […]
The Centre for Lebanese Studies in collaboration with the Lebanese Association for History organized a training program entitled “How to Develop Historical Thinking”. The program represented a second phase of “Developing History Teachers Capacity to Foster Historical Thinking”, a project implemented in 2014 – 2015. The program was funded by the Embassy of the kingdom […]
November 2014 – September 2015 Within its commitment to support history teachers in Lebanon, the Center for Lebanese Studies, the Lebanese Association for History, Notre-Dame University-Louaize, and Forum for Civil Peace ZFD, with the support of the Embassy of the Kingdom of Netherlands organized an intensive training program that introduced a disciplinary approach to history […]