The teaching of History down the ages

The teaching of History in schools, and its presence in public discourse in general, can stimulate debate, even violent clashes. The same events can be portrayed very differently depending on where and when the narration is taking place, and even within the same era or country. And new historiographical approaches can often conflict with stereotypical school accounts which society is not yet ready to let go of. But can a single historical account ever be universally accepted? And how effective have collaborative, reconciling attempts like the joint Gallo-German textbook on the events of War World Two been?

The “History as a historical phenomenon and the teaching of History” cycle seeks to shed light on such critical issues as the molding of the collective consciousness through the way History is taught in schools and through public debate on historical matters, and the oft-noted disparity between the History of specialist historians on the one hand, and the ‘official’ version of history taught in schools, and public history in general, on the other. It will also address how political goals and social trends can impact on the teaching of History.