The prospects of the world-systems approach for conceptualizing the course of Early Modern World History
S. A. Khlynovskaya
Siberian Institute of Management - Branch of the Russian Presidential Academy of National Economy and Public Administration, Private General Education School “Prosvetschenie”, Novosibirsk, Russia
Keywords: Early Modern period, world-systems approach, conceptual learning, typology of world conflicts, World History course (Grades 7-9)
Abstract
Introduction. The article addresses the problem of conceptualizing the Early Modern World History course in secondary education, which is characterized by fragmented presentation, excessive factual material, and insufficient coherence of historical processes. The study proposes the use of world-systems theory as a framework for structuring the curriculum. Methodology. The research is based on concept-based learning principles and the world-systems approach, which allows historical developments to be analyzed as parts of a unified global system. The study employs the historical-genetic method and the typology of global conflicts of the 17th-20th centuries to construct a conceptual framework for grades 7-9 world history courses. Discussion. The article demonstrates that organizing the curriculum around the hegemonic struggle within the world-system makes it possible to integrate separate national histories into a coherent global process, facilitating students’ understanding of historical interconnections and enabling the integration of Russian and Eastern histories into a broader global context. This approach promotes comprehension of long-term transformations of the world system. Conclusion. The application of the world-systems model in conceptualizing the world history curriculum reduces fragmentation in historical learning, fosters systemic historical thinking among students, and contributes to understanding the contemporary world as the result of interconnected historical processes.
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