The Role of Monuments and Social Studies Education in the Formation of Collective Memory

1. Introduction

Collective memory is a shared sphere of consciousness and exchange that transmits, recalls, and reinterprets a society’s past events, experiences, values, symbols, and common cultural heritage from generation to generation. In other words, collective memory refers not to individual recollections, but rather to the totality of knowledge, emotions, and symbols about the past that are collectively adopted, shared, and maintained by society (Assmann, 2011; Halbwachs, 1992).

Collective memory is not static; instead, it is a dynamic structure that is continuously changing and reproduced. Over time, certain elements of the past may be forgotten or reinterpreted according to social needs, current conditions, and prevailing ideologies (Halbwachs, 1992; İneç, 2020). Thus, collective memory has a significant impact on shaping a society’s present identity and values. Feelings of identity and belonging largely develop through collective memory, and educational institutions play a central role in transmitting this memory. Courses such as history, social studies, and literature in schools carry elements of collective memory to new generations, while family narratives, media, and popular culture also support this process. In addition, tangible and intangible elements such as monuments, museums, ceremonies, and literary and artistic works serve as carriers of collective memory; these structures and rituals not only ensure the remembrance of the past, but also make it possible to pass it on to future generations (Olick & Robbins, 1998; Buharalı, 2016; Gülpınar, 2023).

John Ruskin’s statement in 1849, “We may live without architecture, and worship without her; but we cannot remember without her,” reveals the indispensable role of architecture and the built environment in the formation of collective memory. This assertion emphasizes that architecture, beyond merely providing shelter, is a crucial tool that shapes the memory of individuals and societies, transmitting the past to the present and future (Ruskin, 1849).

Human history has been shaped by the desire to commemorate the lost, keep societal values alive, and pass significant events from generation to generation. As a concrete manifestation of this desire, monuments are the result of the human need to leave a mark, to be remembered, and to transmit existence to future generations. Monuments not only immortalize people or events, but also reflect collective memory and common identity. Ranging from a small gravestone to massive pyramids, from obelisks to heroic statues, monuments in various scales and forms are physical representations of humanity’s desire to be remembered, to leave meaning, and to be collectively recalled (Young, 1993).

Such structures are also key elements of collective memory. Space provides a framework for organizing memories in the human mind, while monuments serve as focal points within this framework. Keeping collective memory alive requires symbols, rituals, and specific places. Monuments become functional through ceremonies, commemorations, and holidays, refreshing and strengthening collective memory (Nora, 1989; Assmann, 2011). At the same time, monuments reinforce a society’s sense of historical continuity and identity, fostering social solidarity and the consciousness of coexistence. A monument in a city square not only commemorates those it represents or a particular event but also symbolizes the society’s desire to exist together and connect with its past (Olick & Robbins, 1998).

Alois Riegl’s definition of monuments in his essay “The Modern Cult of Monuments” reveals the historical and cultural depth of the concept. According to Riegl, in its earliest and most original sense, a monument is a work constructed to keep alive in the minds of future generations the deeds, skills, or a combination thereof, accomplished by an individual. This definition emphasizes that monuments are not merely physical structures, but also carriers of memory, the past, and social identity. Monuments do more than simply commemorate an event or person; they preserve what is to be remembered in people’s minds through the means of art and writing. As Riegl points out, monuments can find a place in memory not only through architecture or sculpture but also through writing, painting, and various fine arts. Frequently, these elements are used together, deepening the meaning and impact of the monument (Riegl, 2015).

Siegfried Giedion, on the other hand, describes monuments as humanity’s highest cultural need, viewing them as symbols that connect generations. For him, the existence of monuments is indispensable for the continuity of collective memory and shared identity. However, for such symbols to emerge, a socially “homogeneous” cultural environment is required. That is, monuments can only come into being when a particular community is united around shared values, beliefs, and meanings. This approach indicates that monuments are not merely physical entities but also products of social consensus and shared culture. As cultural diversity or division increases within a society, the meaning attributed to monuments may become more contested, and their social function may weaken. Giedion’s view suggests that the impact of monuments on collective memory is directly related to cultural unity and continuity (Giedion, 1964).

Peter Eisenman, meanwhile, adopts a critical perspective on the relationship between monuments and history. According to Eisenman, a monument cannot be erected for an event or era until its historical process has concluded. If history is “unfinished” that is, if the event or process is still ongoing then the place, meaning, and interpretation of this event in collective memory have not yet been fixed. This perspective posits that monuments represent not just the past but a past that has been historically completed, processed, and internalized in a social sense. Monuments built for events that have not yet ended, according to Eisenman, function more as symbols of uncertainty and ongoing historical debates rather than as “carriers of memory” (Forty, 2000).

The approaches of these three thinkers show that monuments are not merely structures of stone, concrete, or bronze, but are also material expressions of collective memory, identity, and cultural continuity. As Riegl notes, monuments keep social memory alive through both artistic and literary means; as Giedion emphasizes, they serve as symbols of social unity and shared values; and in Eisenman’s view, monuments can only truly exist when a historical closure has occurred in collective memory when the past has become “complete.”

This conceptual background, when combined with the aims and functions of social studies education, enables a deeper understanding of the central role of monuments in the construction of collective memory. Social studies classes aim for students to comprehend the relationship between past and present, individual memory and collective memory, and local and national identity. Social studies curricula are structured in a way that integrates disciplines such as history, geography, and civics, prioritizing the development of values, cultural heritage, identity, and social responsibility (Çapkın & Karatekin, 2020; Temizkan & Çakır, 2024; Avcu; 2025).

Within this context, monuments can be addressed in social studies classes not only as the concrete representations of historical events or prominent individuals, but also as reflections of collective memory, social values, and cultural identity. Through methods such as field trips, site studies, project-based learning, storytelling, and drama, monuments can become a vibrant and interactive part of both in-class and out-of-class learning. In this way, students are provided the opportunity to question the historical processes behind a monument, discover the meanings it holds in collective memory, and establish connections between past and present-day values.

Moreover, the use of monuments in social studies classes offers significant opportunities for fostering critical thinking and multiple perspectives among students. As Eisenman highlights, some monuments may lose their meaning over time or become the focus of societal debates. By using such examples, social studies teachers can prompt students to reflect on questions such as “how and why the past is remembered,” “which events are forgotten,” and “whose memory becomes dominant in society.” Thus, students learn not only historical knowledge, but also that collective memory is a dynamic, contested, and multilayered process.

2. Method

2.1. Research Model

This study is conducted within the framework of a qualitative research approach. Qualitative research enables the examination of phenomena in their natural context using various qualitative data collection methods such as observation, interviews, and document analysis (Yıldırım & Şimşek, 2005). In this method, researchers are concerned with the concepts constructed by individuals and the meanings attached to these concepts (Merriam, 2013). Qualitative research also involves analyzing research problems through interpretative techniques and exploring the meanings attributed to social issues. Researchers thematically analyze data obtained through both deductive and inductive reasoning, while remaining sensitive to the context of humans and their environment. This approach makes it possible to examine and interpret data in depth (Creswell, 2013). In this study, the phenomenological design, one of the qualitative research designs, was employed. Phenomenology is a method that aims to collect information about phenomena by examining individuals’ experiences (Kocabıyık, 2016). Events, experiences, perceptions, concepts, and situations that we encounter in life may emerge as phenomena whose meanings are not fully understood. The phenomenological design is preferred to better understand such phenomena. Phenomenology draws on the sources and diversity of individual experiences; it analyzes, evaluates, and compares these experiences. This method provides an opportunity to examine unknown or insufficiently understood phenomena in detail, thus allowing for a broader and deeper understanding (Yıldırım & Şimşek, 2011; Creswell, 2013; Patton, 2014).

In the phenomenological approach, data sources are generally individuals who have experienced the phenomena under investigation. The main data collection method for such research is interviews. In addition, the observation method is used as a supplementary data collection tool. Since phenomenology is a part of qualitative research methodology, it does not aim to provide generalizable or definitive results; rather, it offers information that helps to clarify and understand phenomena in a more detailed and explicit manner. Studies present and explain case examples based on specific experiences, enabling a better understanding of the subjects explored (Yıldırım & Şimşek, 2011).

2.2 Participants

In this study, the convenience sampling technique, one of the purposive sampling methods, was employed. This method allows the researcher to select situations that are easily accessible and close at hand, enabling the research to progress quickly and efficiently. Convenience sampling is a cost-effective and practical approach, often preferred in cases where other sampling methods are not feasible (Yıldırım & Şimşek, 2011; Büyüköztürk, 2016). Using this technique, the study was conducted with a total of 25 middle school teachers 12 women and 13 men working in central Malatya. The principle of easy accessibility was taken into account in the selection of participants. The data collection process continued until sufficient and satisfactory information was obtained, and the study group was finalized after the interview with the 25th participant.

In this study, it was determined that sufficient data were provided and no new information was being obtained, leading to the completion of the study group. Participants were assigned codes such as P1, P2, P3, ..., P25 to maintain confidentiality. Additionally, the data obtained from the interviews were included in the findings section to support and provide evidence for the results.

2.3 Data Collection Tool

In this study, a semi-structured interview form containing open-ended questions prepared by the researcher was used as the data collection method. In the process of developing the interview form, the first step was a review of the relevant literature, from which a framework encompassing the key points was established. Subsequently, the validity of the interview form was ensured through expert opinions. In this context, the opinions of three faculty members from the Department of Turkish and Social Sciences Education at İnönü University were sought. In addition, two social studies teachers and a Turkish language teacher also reviewed the questions. Updates were made as needed in line with their suggestions. After the necessary revisions and additions, this framework was finalized into the interview form.

The questions included in the interview form were as follows:

1. How does the use of monuments in social studies classes contribute to students’ development of collective memory and identity?

2. What methods and strategies do social studies teachers use when incorporating monuments into their lessons?

3. What are students’ perceptions of monuments, and what is their level of knowledge regarding the meaning and significance of these monuments?

4. What are the main challenges encountered in using monuments in social studies education, and what are the proposed solutions to these challenges?

5. How is the role of monuments in the transmission of collective memory and cultural heritage emphasized in social studies lessons, and which themes are prioritized in this process?

2.4. Data Collection and Analysis

This study was conducted with 25 middle school teachers working in central Malatya during the 2024-2025 academic year. During the research process, interviews with the participants were scheduled in advance. The locations and times of the interviews were determined according to the participants’ availability. Audio recordings were taken during the interviews to enable detailed analysis. The data were analyzed using the descriptive analysis method. In the analysis process, thematic categories were first established based on the research questions and the theoretical framework. Then, the collected data were organized according to these categories. Finally, the data were presented with frequency values.

3. Results

In this section, the findings obtained from the research are presented and interpreted through tables.

Table 1: Participants’ Views on the Question: “How does the use of monuments in social studies classes contribute to students’ development of collective memory and identity?”

·       P3: “Through monuments, students better understand that collective memory is kept alive by observing firsthand the contemporary reflections of past events.”

·       P8: “Visits to monuments foster patriotism, shared values, and local identity awareness among students. Students feel proud of the historical heritage in their own city.”

·       P10: “Linking abstract historical events with monuments enables students to better understand these events and retain them in their memories.”

·       P14: “When students discuss social events through monuments, they learn to think critically and inquisitively, developing different perspectives.”

The teachers participating in the study emphasized that the use of monuments in social studies classes makes significant contributions to the development of students’ collective memory and identity. The most common theme, strengthening of collective memory (f=14), indicates that monuments help students more easily understand the historical events and shared past of their society. Most participants stated that monuments are effective in enabling students to connect with the past, thus facilitating the intergenerational transmission of collective memory. The second prominent theme was the enhancement of cultural identity and sense of belonging (f=12). Teachers noted that introducing students to the historical and cultural heritage of their own locality fosters a sense of belonging, ownership, and pride. In particular, monument visits and field studies help students feel a stronger sense of local identity. Within the theme of concretization of historical events (f=9), teachers highlighted that abstract historical processes are made tangible and meaningful through monuments. This enables students to grasp events more easily and retain them more permanently in their memory. The theme of transmission of local values and shared memory (f=7) shows that, through local monuments, students learn about the community’s shared values, collective memory, and the cultural motifs transmitted from the past to the present. Some participants also noted that, in this regard, monuments contribute to social integration. A smaller number of teachers drew attention to the development of critical and inquisitive thinking skills (f=4) and the strengthening of intergenerational bonds (f=3). Overall, teachers’ views reveal that the use of monuments in social studies classes provides multidimensional contributions to the formation and strengthening of students’ collective memory and identity awareness.

Table 2: Participants’ Views on the Question: “What methods and strategies do social studies teachers use when incorporating monuments into their lessons?”

·       P2: “Visiting monuments on-site with students ensures that the subject matter becomes memorable for them. After field trips, I assign small projects based on students’ observations.”

·       P6: “In my lessons, I narrate the stories behind monuments by dramatizing them. Sometimes, together with the students, we reenact historical events through drama.”

·       P8: “By using technology, I show photographs and short videos of monuments in the classroom and provide visual support with virtual tour applications.”

·       P12: “I invite local historians or elders who are knowledgeable about local history to the classroom to share their experiences with the students. This creates significant awareness among students.”

The vast majority of participants identified field trips and on-site observation (f=13) as the most effective strategy. Teachers emphasize that students seeing monuments firsthand not only makes learning permanent but also helps to concretize historical events. It was noted that this practice increases students’ interest in the subject and that their learning is reinforced through observations and small projects. The second most prominent method was explanation and storytelling (f=11). Teachers narrate the events behind historical monuments in the form of stories, stimulating students’ imagination. During this narration, students often participate actively, and stories are brought to life through drama or role-playing activities (f=7). Visual materials and digital presentations (f=10) have become particularly prominent since the pandemic, supporting lessons with virtual museum and monument tours, photo and video screenings, and interactive presentations. Teachers noted that these materials are especially useful in schools outside of major cities or in situations where access to monuments is difficult. Group work and collaborative learning (f=5) involves students conducting research together about monuments, preparing presentations, and sharing what they have learned with their classmates. Through the participation of local experts/guest speakers (f=3), teachers invite local figures, historians, or elders knowledgeable about the construction or history of the monument to provide students with firsthand information. Project and presentation activities (f=2) were also highlighted. Students are encouraged to undertake projects such as shooting short documentaries, preparing posters, or giving presentations about monuments either individually or in groups. By integrating monuments into their lessons using various methods and strategies, teachers aim to provide students with a deeper learning experience at both the cognitive and emotional levels. These practices make the lesson more meaningful and memorable for students.

Table 3: Participants’ Views on the Question: “What are students’ perceptions of monuments, and what is their level of knowledge regarding the meaning and significance of these monuments?”

• P5: “Many students know superficially what monuments represent, but they cannot fully grasp their deeper historical meaning and social value.”

• P7: “After completing projects related to monuments in class, students began to develop a sense of ownership and belonging towards the monuments.”

• P11: “It is gratifying when some students realize during discussions that monuments are not just ‘statues’ or ‘structures’ and begin to question their significance.”

• P14: “Most students pass by monuments every day, but very few truly know their historical meaning or why they were built. We try to address this gap through informative activities.”

• P18: “Some students, especially those whose families have war or liberation stories, form a stronger emotional bond with monuments and feel proud of them.”

The findings obtained from the research indicate that students’ perceptions of monuments and their level of knowledge generally remain superficial. The most prevalent theme was superficial knowledge and symbolic perception (f=12); students are mostly aware of the external appearance and general meaning of monuments, but they lack sufficient knowledge about their deeper historical and social significance. This situation is more common when monuments are not addressed in educational settings or when they are perceived in everyday life without being attributed any particular meaning. The second most frequently observed theme was increased awareness and sense of belonging (f=10). It was reported that when students engaged in projects, visits, or presentations related to monuments in class, both their level of knowledge and their sense of ownership toward monuments increased. Especially in lessons involving active participation, students become more aware of the contribution monuments make to the community in which they are located. The theme of understanding historical and cultural meaning (f=8) shows that students, particularly after guided activities or field trips, have a better grasp of the events and societal values behind monuments. However, this knowledge generally emerges under the guidance of the teacher and following specific activities. The theme of alienation from monuments in daily life (f=7) indicates that, although students often pass by monuments, they tend to see them as ordinary structures and continue their lives without being aware of their historical or cultural importance. A less frequently observed theme, questioning the meaning of monuments and critical approach (f=4), shows that some students have begun to question why monuments are built, what values they represent, and what their social function is. Such critical approaches usually emerge during lessons that focus on controversial or contemporary monuments. The theme of emotional bond and sense of pride (f=4) is observed especially among students who have a personal connection to the events commemorated by monuments, either through family history or collective memory. These students feel both an emotional bond and a sense of social pride towards monuments. Overall, the findings suggest that students’ level of knowledge about monuments can be increased through active practices and guidance in lessons, and that their emotional and critical engagement with monuments can also be strengthened through such activities.

Table 4: Participants’ Views on the Question: “What are the main challenges encountered in using monuments in social studies education, and what are the proposed solutions to these challenges?”

• P4: “We do not have enough time to organize field trips to monuments. Also, since our school is far from the city center, we experience difficulties with transportation.”

• P7: “Teaching materials and guidebooks are very limited. We especially struggle to find original resources specifically prepared about monuments.”

• P11: “Some students have difficulty understanding why monuments are important. More creative methods are needed to capture their attention and motivate them.”

• P13: “It is quite difficult to organize trips because the school administration does not allocate a budget. In addition, some official permission processes can take a long time.”

• P18: “Ensuring safety measures during monument visits and managing large groups requires serious responsibility.”

• P21: “Sometimes, as teachers, we feel that we do not have enough knowledge to plan such activities; there is a need for more in-service training.”

In the study, the most common challenge encountered in the use of monuments in social studies education was identified as problems of time and accessibility (f=13). Teachers stated that, in particular, the distant location of monuments from schools and the limited duration of class periods often prevent the organization of field trips. This situation makes it difficult to provide students with on-site learning opportunities. The second most frequently mentioned issue was the lack of materials and resources (f=11), with participants reporting a shortage of original, up-to-date, and high-quality educational materials on monuments. The limited availability of guidebooks and visual materials makes lesson preparation challenging for teachers. Low student interest (f=8) emerges especially when students fail to grasp the historical and social significance of monuments or perceive them as “ordinary” in their daily lives. Teachers expressed the need for more innovative and interactive methods to capture students’ attention and increase their motivation. Administrative and budgetary constraints (f=6) are mainly due to the lack of sufficient funding from school administrations for trips and the lengthy and complex nature of official permission processes. Such constraints make it difficult to organize field trips and activities. Safety and organizational problems (f=5) arise especially from the need to transport large student groups, ensure safety measures, and conduct activities in an orderly manner. A less frequently mentioned theme was the lack of teacher preparation and competence (f=3); some teachers reported not feeling adequately qualified in activity planning and guidance and expressed a need for more in-service training.

Table 5: Participants’ Views on the Question: “How is the role of monuments in the transmission of collective memory and cultural heritage emphasized in social studies classes, and which themes are prioritized in this process?”

·       P2: “I try to reinforce feelings of patriotism and national unity in students through monuments. Each monument is a symbol of sacrifice or a significant social event.”

·       P5: “In social studies classes, we emphasize that monuments reflect shared values and social identity. Students identify themselves with these values.”

·       P10: “We keep important historical events and heroic stories alive through monuments, showing students the effects of these events in the present day.”

·       P12: “In class, I explain that monuments are not just stones or statues, but symbols of the collective memory and sense of belonging that hold society together.”

·       P16: “By discussing monuments belonging to different ethnic and religious groups, I highlight our cultural richness and the importance of living together in unity.”

The vast majority of teachers stated that, in social studies classes, they particularly prioritize the theme of “patriotism and national consciousness” (f=12) when it comes to the role of monuments in the transmission of collective memory and cultural heritage. Addressing monuments as symbols of national unity, independence, and sacrifice in lessons contributes to strengthening national consciousness and patriotism among students. The second most common theme was the emphasis on shared values and identity (f=11). Through monuments, special care is taken to instill social values and cultural identity in students. Teachers present monuments as symbols of our common history, cultural integrity, and social identity. The theme of keeping historical events alive (f=9) stands out with the telling of significant historical events and heroic stories associated with monuments in class. This approach helps students learn about past events in a more meaningful and lasting way. Strengthening the sense of belonging (f=8) is defined as increasing students’ feelings of belonging and attachment to their city or community. Teachers stress that addressing monuments as elements of “collective memory” fosters a sense of social belonging in students. Less frequently mentioned themes include the explanation of cultural diversity and unity (f=5) and social responsibility and solidarity (f=4). Teachers include monuments belonging to different social groups in their lessons to emphasize cultural diversity and social unity, and they also draw attention to the way monuments convey social values such as solidarity and mutual assistance. Overall, it is evident that the use of monuments in lessons focuses on themes such as patriotism, shared values, historical consciousness, and a sense of belonging in the transmission of collective memory and cultural heritage, thereby aiming to develop strong cultural awareness at both the individual and societal levels among students.

4. Discussion

This study examined the central role of monuments in the formation and transmission of collective memory within the context of social studies education, and comprehensively revealed how the use of monuments in lessons contributes to students’ development of collective memory, identity, and values. The findings show that monuments not only commemorate significant events, figures, or cultural motifs of the past, but also serve as mediators in keeping collective memory alive, constructing identity, and transmitting shared values to new generations.

Most participating teachers emphasized that using monuments in social studies classes primarily helps to strengthen students’ collective memory. Through monuments, students are able to better understand the events, values, and shared memory of the society they live in, and can concretize and make sense of historical processes. This finding demonstrates that monuments are among the tools for intergenerational transmission of collective memory. Similarly, monuments play an important bridging role in the development of cultural identity and sense of belonging; it was found that students’ acquaintance with monuments in their own city or country reinforces this sense of identity.

According to teachers’ views, the most preferred methods for integrating monuments into lessons are field trips and on-site observation, narration and storytelling, visual materials and digital presentations, as well as drama/role-playing activities. Through field trips, students actively participate in learning by directly observing monuments, leading to a more lasting learning experience. Moreover, methods such as storytelling and drama not only convey knowledge, but also develop students’ imagination and empathy skills. It was also determined that visual materials and digital content facilitate the process, especially in cases where physical access to monuments is limited (Pilli & Çakır, 2022).

Another finding of the study is that students’ perceptions and knowledge of monuments generally remain at a superficial and symbolic level; however, with effective lesson practices, this perception can evolve into a deeper and more critical form. Projects, visits, and activities related to monuments increase students’ awareness and sense of belonging, making it easier for them to grasp the historical and social significance behind the monuments. Nevertheless, some students remain alienated from monuments in daily life, perceiving them merely as physical structures, whereas those who have personal or family connections to events commemorated by monuments tend to develop an emotional bond and sense of pride. This indicates that social studies lessons offer opportunities not only for cognitive but also for affective and social development (Kara, Topkaya & Şimşek, 2012).

The main challenges regarding the use of monuments in educational settings were found to be problems of time and accessibility, lack of materials and resources, low student interest, administrative and budgetary constraints, safety and organizational problems, and lack of teacher preparation and competence. These challenges were identified as narrowing the scope of teaching activities and limiting students’ direct interaction with monuments. However, to overcome such obstacles, the study recommends increased in-service training, the development of high-quality materials, collaboration between schools and local authorities, and the creation of supportive policies for field trips.

The findings regarding the role of monuments in the transmission of collective memory and cultural heritage indicate that themes such as patriotism and national consciousness, emphasis on shared values and identity, keeping historical events alive, strengthening the sense of belonging, and highlighting cultural diversity and social unity are prominent in lessons. In particular, addressing concepts such as love of country, national unity, and sacrifice through monuments contributes to the development of students’ social solidarity, historical responsibility, and community awareness. Additionally, the inclusion of monuments belonging to different social groups and cultural backgrounds in lessons helps students develop a more sensitive and inclusive perspective toward social diversity and multiculturalism.

It has been understood that integrating monuments into social studies education supports students in acquiring fundamental competencies such as historical consciousness, identity, sense of belonging, and social responsibility at both the individual and societal levels. In the future, the implementation of monuments and memory sites in social studies instruction through innovative approaches (e.g., virtual reality, digital maps and Web 2.0 tools, QR code applications, etc.) will further enhance both student participation and the quality of learning (Çetin, 2024).

Funding: Not applicable.

Conflict of Interest: The authors declare no conflict of interest.

Informed Consent Statement/Ethics Approval: Not applicable.

Declaration of Generative AI and AI-assisted Technologies: This study has not used any generative AI tools or technologies in the preparation of this manuscript.