Kahest vastandlikust tendentsist ajaloohariduses
Two contradicting tendencies in the education of history

Summary/Abstract: In today’s European Union the debate over teaching history revolves around two contradicting approaches: multiperspectivity and national history. Both approaches are aimed towards greater social cohesion, however the means of achieving this varies greatly. In this paper, I will discuss this current situation in EU education politics from the viewpoint of the universal mechanism of cultural dynamics, which is based on the simultaneity of two opposing tendencies: on the one hand, constant striving towards plurality and creation of new languages, and on the other, the need for unification and singularity. Teaching national history aims towards unification through one dominating narrative that takes the place of the metalanguage and reorganizes the way the history of a nation is perceived. Everything that does not fit the self-description is cast outside the border as incorrect. Multiperspectivity in contrast works against the unifying power of one central narrative by revealing its mythological nature. It brings out other texts that were cast to the periphery or beyond the border and reminds us that the self-image doesn’t reflect the whole complexity of the semiotic world around us. However, both approaches have their deficiencies which, instead of greater social cohesion, can lead to disintegration and a divided Europe.

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