EUROPEAN PARLIAMENTARY ASSEMBLY OF THE COUNCIL RECOMMENDATION 1283 (1996)
on the history and learning of history in Europe
1. People have a right to their past, just as they have a right In rejecting. The story is one of several ways to find this past and to create a cultural identity. It is also a gateway to experience the richness of the past and other cultures. It is a discipline that concerns the development of a critical approach to information and controlled imagination.
2. The story also has a key political role to play in Europe today. It could help to increase understanding, tolerance and trust between individuals and among peoples of Europe - or it can become a force of division, violence and intolerance.
3. Historical knowledge is an important civic skills. Without it, the individual is more vulnerable to political manipulation or other.
4. For most young people, the story begins in school. This should not simply be about learning by heart the historical facts in the case, should be an introduction to how we got to historical knowledge, a subject to develop critical thinking and development of a democratic, tolerant and responsible civic attitude.
5. Schools are not the only source of information and historic review. Other sources include media, film, literature and tourism. Influence is exerted also by family, from peers, from local and national communities and political and religious circles.
6. The new technologies of communication (CD-I, CD-ROM, Internet, virtual reality, etc..) Are gradually extending the scope of the impact of historical subjects.
7. It must be a distinction between different forms of history: tradition, memories and history analysis. In each of these facts are based on different criteria. And these various forms of history play different roles.
8. Politicians have their own vision of history, and some are tempted to manipulate it. Indeed, all political systems have used history for their own ends and have imposed their version of historical facts as well as their definition of good and bad historical figures.
9. Although their purpose remain constant must be close as possible objectivity, even historians are well aware of the essential subjectivity of history and the various ways it can be reconstructed and interpreted.
10. Citizens have a right to learn the history that has not been manipulated. The State should guarantee this right and to encourage an appropriate scientific approach, without religious bias or political, in all that is taught.
11. Teachers and researchers should be in close contact to ensure continuous updating and renewal of the teaching content of history. It 'important that the story is taken up with this.
12. It should also be transparency between those who work in all areas of history, in the classroom, in the studio or in the university library.
13. Particular attention should be paid to problems of Central and Eastern Europe who suffered from the manipulation of history in recent times and in some cases continues to be subject of political censorship.
14. The Assembly recommends that the Committee of Ministers to encourage the teaching of history in Europe regarding the following proposals: The
The historical awareness should be an essential part of education for all young people. History teaching should enable students to acquire critical thinking skills to analyze and interpret the information responsibly and effectively, to recognize the complexity of the subject and to appreciate cultural diversity. Stereotypes should be identified and every other kind of distortion based on prejudice national, racial, religious or other;
II The content of history teaching should be very open. It should include all aspects of society (the social and cultural events as well as political ones). The role of women should be recognized appropriately. Should be taught the history local and national (but not national) as well as the history of minorities. The events at issue, sensitive and tragic forces should be balanced by positive mutual;
III The history of all Europe, that of the main political and economic events, and philosophical and cultural movements that have shaped European identity must be included in curricula;
IV Schools should recognize the different ways in which these topics are treated in different countries, which could be developed as the basis for trade schools;
V should be given support George Eckert Institute for Research International textbooks and Ministries Education and the Editors of the Member States should be encouraged to ensure that the manual collection of the Institute is kept up to date;
VI The different forms of learning in history (the study of textbooks, television, lectures, museum visits, etc.. ) should be combined, with no exclusive preference for one of them. Should be fully integrated new information technologies. Should be identified appropriate criteria for academic and educational material to be used;
VII should be fostered greater interaction between school and extra-curricular influences on appreciation of history by young people, for example through the museums (and especially the museums of history), cultural routes and tourism in general;
VIII innovative approaches should be encouraged, as well as continued training, especially in new technologies. An interactive network of history teachers should be encouraged. The story should be a priority subject for teachers in Europe organized within the structure of the program for training teachers of the Council for cultural co-operation;
IX should be encouraged cooperation between teachers and historians, for example through the media the new project of the Education Committee of the Council for Cultural Co-learning and teaching European history in the twentieth century;
X support of the government should be given to the creation of independent national associations of teachers of history. Should be encouraged active involvement in the Association of History Teachers Euroclio;
XI A code of standards for the teaching of history should be prepared in collaboration with teachers of history, as well as a European statute to protect them from handling policy.
15. Assembly supports the freedom of academic research but would expect the professional liability in the field of parallel broadcasting. The Assembly therefore recommends that the Committee of Ministers: The
to ask governments to ensure continued financial support for historical research and the work of the multilateral and bilateral agreements on contemporary history;
II to promote cooperation among historians as to help encourage the development of attitudes more open and more tolerant in Europe, taking into account the different experiences and opinions
III is to ensure that protected the right of historians to freedom of expression.
16. Should be encouraged European cooperation in the field of history. The Assembly recommends that the Committee of Ministers: The
study the basic elements of different stories the peoples of Europe, once accepted by everyone, could be included in all texts of European history;
II considers the possibility of establishing a library in the Member States in history on-line;
III encourages Member States to establish National History Museum on the model of the German House of History in Bonn "
IV promotes bilateral and multilateral projects on the history and teaching of history and in particular regional projects in neighboring countries.
Recommandation 1283 (1996)
Relative à l'histoire et à l'apprentissage de l'histoire en Europe
1. Tout individu a droit de connaître the its past and the right to disown it. The story is one way to find that past and forge a cultural identity. It is also a gateway to experience the rich history and other cultures. History is a discipline that develops the critical approach to information and controlled imagination.
2. The story also has a political role to play in Europe today. It can promote understanding, tolerance and trust between individuals and between peoples of Europe. It can also become a divisive force, violence and intolerance.
3. Knowledge of history is important for civic life. Without it, the individual is more vulnerable, prone to manipulation, political or otherwise.
4. For most kids, the story begins at school. It should not be to learn by heart haphazard historical facts and should be an introduction to the methods of historical knowledge in order to develop critical thinking and foster a democratic, tolerant and civil liability.
5. Schools are not the only sources of information and opinion on the story. Other sources include the media mass, cinema, literature and tourism. Influence is also exerted by family, peers, local and national communities, and by religious and political circles.
6. The new communication technologies (CD-I, CD-ROM, Internet, virtual reality, etc..) Are gradually extending the scope and impact of historical subjects.
7. It is possible to distinguish several forms of history: tradition, memories and analytical history. Obeys the selection of facts, in each of the forms, to different criteria. And these different forms of history play different roles.
8. Politicians have their own interpretation of history, and some are tempted to manipulate it. Almost all political systems have used history to serve their interests and have imposed their version of historical events and their definition of good and evil in history.
9. Even if their goal is to be as objective as possible, historians are also well aware of the subjectivity of history and the different ways it can be reconstructed and interpreted.
10. Citizens have the right to learn history not manipulated. The state should uphold this right and encourage appropriate scientific approach, without religious or political, of all that is taught.
11. Teachers and researchers should work together to ensure continuous updating and renewal of the teaching content of the story. It is important that history keeps pace with the present.
12. Transparency should be the norm among all those working in the fields of history, whether the classroom, the television studio or the university library.
13. Particular attention should be paid to the problems of Central and Eastern Europe who suffered so much from the manipulation of history until very recently and in this case is still subject to political censorship.
14. The Assembly recommends that the Committee of Ministers encourage the teaching of history in Europe with the following proposals:
I. nowledge of the history should be an essential part of youth education. Its teaching should enable students to acquire the intellectual ability to analyze and interpret information critically and responsibly, to grasp the complexity of issues and to appreciate cultural diversity. It is important to identify stereotypes and other distortions based on prejudice national, racial, religious or other;
II. content of history curricula should be very open. It should include all aspects of societies (social and cultural history as well as political history). The role of women should be duly recognized. Local history and national history (but not nationalist) should be taught as well as the history of minorities. Events controversial, sensitive and tragic events should be balanced by positive mutual influences;
III. history of all Europe, history major political and economic events, as well as philosophical and cultural movements that have formed the European identity must be included in the curriculum;
IV. schools should recognize the different ways to treat the same topics in different countries, and this can be developed as a basis for exchanges;
V. Georg Eckert Institute for International Research on textbooks should be supported, and the Ministries of Education and publishers of textbooks Member States should ensure that the collection of manuals the Institute is kept up to date;
VI. we must combine different forms of learning history (the study of the manual, television, lectures, museum tours, etc..) without too much emphasis on an exclusive, one of them. The new information technologies must be integrated fully in this process. Educational (and academic) for selecting appropriate materials to be used should be provided;
VII. greater interaction should be fostered between the academic and extracurricular influences on the perception of history by young people, example by museums (and especially by history museums), cultural routes and tourism in general;
VIII.
innovative approaches to the teaching of history should be encouraged, as well as vocational training, particularly with regard to new technologies. The establishment of an interactive network of history teachers should be encouraged. The story should be a priority for the European teachers' courses organized under the Council's program of cultural cooperation for the training of teachers;
IX. should promote cooperation between teachers and historians, for example through the new project of the Education Committee of the Council for Cultural Cooperation on learning and teaching of the history of Europe in the twentieth century;
X . . Governments should support the creation of independent national associations of history teachers. The active participation of these in the European association of history teachers should be encouraged Euroclio;
XI. a code of conduct for the teaching of history should be prepared in collaboration with teachers in history, and a charter to protect European manipulations policies.
15. The Assembly supports the freedom of academic research but also expects the same professional liability that requested to broadcast professionals. Accordingly, the Assembly recommends the Committee of Ministers:
I. . To ask governments to ensure continued funding of research in history and the work of multilateral and bilateral commissions on contemporary history;
II. . To promote cooperation between historians, taking into account different opinions and experiences, to foster the development of attitudes more open and tolerant in Europe;
III. III.d ensure the protection of the right of historians to freedom of expression.
16. European collaboration in the field of history should be encouraged. The Assembly recommends the Committee of Ministers:
I. . To study the basic elements of the various histories of the peoples of Europe, accepted by all, could be integrated in all European history textbooks;
II. . To consider the possibility of member states in an electronic library of history
III. . To encourage member states to establish museums national story about the German model of "House of History" in Bonn;
promote bilateral and multilateral projects in the field of history and history teaching, and in particular projects regional neighboring countries.
RECOMMENDATION 1283 (1996)
One (1996) History and history of Europe The Learning
1) People Have a Right to Their Past, Just As They Have a right to disown it. History is one of SEVERAL Ways of retrieving this past and Creating a cultural identity. It was est aussi Gateway to the experiences and Richness of the Past and of Other cultures. It Is A Disciplinary Concerned With The Development of a critical approach to information and of controlled imagination.
2) History also has a key political role to play in today's Europe. It can contribute to greater understanding, tolerance and confidence between individuals and between the peoples of Europe - or it can become a force for division, violence and intolerance.
3) Historical awareness is an important civic skill. Without it the individual is more vulnerable to political and other manipulation.
4) For most young people, history begins in school. This should not simply be the learning by heart of haphazard historical facts; it should be an initiation into how historical knowledge is arrived at, a matter of developing the critical mind and the development of a democratic, tolerant and responsible civic attitude.
5) Schools are not the sole source of historical information and opinion. Other sources include the mass media, films, literature and tourism. Influence is also exercised by the family, peer groups, local and national communities, and by religious and political circles.
6) The new communication technologies (CD-I, CD-ROM, Internet, virtual reality, etc.) are gradually extending the range and impact of historical subjects.
7) A distinction may be made between several forms of history: tradition, memories and analytical history. Facts are selected on the basis of different criteria in each. And these various forms of history play different roles.
8) Politicians have their own interpretations of history, and some are tempted to manipulate it. Virtually all political systems have used history for their own ends and have imposed both their version of historical facts and their definition of the good and bad figures of history.
9) Even if their constant aim may be to get as close to objectivity as possible, historians are also well aware of the essential subjectivity of history and of the various ways in which it can be reconstructed and interpreted.
10) Citizens have a right to learn history that has not been manipulated. The state should uphold this right and encourage an appropriate scientific approach, without religious or political bias, in all that is taught.
11) Teachers and research workers should be in close contact to assure the continued updating and renewal of the content of history teaching. It is important that history keep pace with the present.
12) There should also be transparency between those working in all areas of history, whether in the school classroom, television studio or university library.
13) Particular attention should be given to the problems in central and eastern Europe which has suffered from the manipulation of history up to recent times and continues in certain cases to be subject to political censorship.
14) The Assembly recommends that the Committee of Ministers encourage the teaching of history in Europe with regard to the following proposals:
I. historical awareness should be an essential part of the education of all young people. The teaching of history should enable pupils to acquire critical thinking skills to analyse and interpret information effectively and responsibly, to recognise the complexity of issues and to appreciate cultural diversity. Stereotypes should be identified and any other distortions based on national, racial, religious or other prejudice;
II. the subject matter of history teaching should be very open. It should include all aspects of societies (social and cultural history as well as political). The role of women should be given proper recognition. Local and national (but not nationalist) history should be taught as well as the history of minorities. Controversial, sensitive and tragic events should be balanced by positive mutual influences;
III. the history of the whole of Europe, that of the main political and economic events, and the philosophical and cultural movements which have formed the European identity must be included in syllabuses;
IV. schools should recognise the different ways in which the same subjects are handled in different countries, and this could be developed as a basis for interschool exchanges;
V. support should be given to the Georg Eckert Institute for International Textbook Research, and Ministries of Education and educational publishers in member states should be asked to ensure that the institute's collection of textbooks be kept up-to-date;
VI. the different forms of history learning (textbook study, television, project work, museum visits, etc.) should be combined, without exclusive preference to any of them. New information technologies should be fully integrated. Proper educational and academic) standards must be ensured for the material used;
VII. greater interaction should be fostered between school and out-of-school influences on young people's appreciation of history, for example by museums (and in particular history museums), cultural routes and tourism in general;
VIII. innovatory approaches should be encouraged, as well as continued in-service training, especially with regard to new technologies. An interactive network of history teachers should be encouraged. History should be a priority subject for European teachers' courses organised within the framework of the Council for Cultural Co-operation in-service training programme for teachers;
IX. co-operation should be encouraged between teachers and historians, for example by means of the Education Committee of the Council for Cultural Co-operation's new project on learning and about teaching the history of Europe in the 20th century;
X. government support should be given to the setting up of independent national associations of history teachers. Their active involvement in the European history teachers' association Euroclio should be encouraged;
XI. a code of practice for history teaching should be drawn up in collaboration with history teachers, as well as a European charter to protect them from political manipulation.
15) The Assembly supports freedom of academic research but would also expect professional responsibility as in the parallel field of broadcasting. The Assembly therefore recommends that the Committee of Ministers:
I. ask governments to assure continued financial support for historical research and the work of multilateral and bilateral commissions on contemporary history;
II. promote co-operation between historians so as to help encourage the development of more open and more tolerant attitudes in Europe by taking account of different experiences and opinions;
III. ensure that the right of historians to freedom of expression is protected.
16) European collaboration should be encouraged in the field of history. The Assembly recommends that the Committee of Ministers:
I. study the basic elements of the different histories of the peoples of Europe which, when accepted by everyone, could be included in all European history textbooks;
II. consider the possibility of establishing in member states an on-line library of history;
III. encourage member states to establish national history museums on the lines of the German "House of History" in Bonn;
IV. promote multilateral and bilateral projects on history and history teaching and in particular regional projects between neighbouring countries.
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