Suchergebnisse

There comes a time when transmitting the history of a national past fails the context of the political present. France and Germany have shared tortuous historical experiences, yet the two are at the forefront of an unprecedented pedagogical development: for the first time ever, two nation-states have created a common history textbook that is used in their senior secondary schools. As such, each country, to borrow Ernst Gellner's formula, has abandoned – qua this textbook – its monopoly of legitimate education. Histoire/Geschichte detaches history from its exclusive national past and introduces the learners to a post-national present. It speaks in a tone that is demanded by a different time and by the new conditions of peoples who are living in a common political space. This article reflects on the meaning and reach of this precedent by first analysing the explicit political and pedagogical explanations inherent to the book. It then identifies and investigates some of the less evident effects of the textbook relating to rethinking war and history, rethinking the monopoly of education, rethinking national identity, and to offering another path to rapprochement.