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עמוד:*70
* 70 social, national and cultural dynamics of the country, facilitated in these states the evolution toward an ideal post - conflict . 14 In places where the conflict happened in more recent past, rather than centuries ago, there is a need to engage actively in a process that ultimately will transform the relationship between the partners into a state of an ideal - post conflict . The post - World War II French - German case is viewed as such an example . The two countries emerged from the war as Western democracies and shortly hereafter recovered economically, stabilized their social structure and political system, and led the process of creating the European Union . Violence, war and conflict appeared as past catastrophes that both countries vowed never to let them reappear . Thus, history education became an instrument of taking responsibility for a lasting peace in the present and the future . On such premises, the French - German history education changed its whole paradigm . Within the new paradigm, past wars and violent struggles attested for human flaws and shortcomings, therefore should serve as past warning signs never to be glorified in history education . 15 The outcome of such an ideal - post conflict attitude is highly visible in various forms of history education . Emphasis on past figures that resisted violence, weakening the image of military heroes and imperialistic politicians, changes in the message that emerged from former war museums which became testimony of war atrocities and human suffering, new monuments celebrating universal humanity rather than particular national patriotism, are among the major manifestations of history education in an ideal post - conflict context . The textbooks criticized national extremism and gradually refrained from the victorious - victim vs . vanquished - villain national narrative of the past . Peter Stearns, “History Debates : The United Sates”, in Nakou and Barca ( eds . ) , Contemporary 14 Public Debates over HistoryEducation , pp, 53 - 55 ; Johan Samuelson, “History Wars in Sweden ? A Syllabus Debate about Nation, History and Identity”, Historical Encounters , 4, 2 ( 2017 ) , pp . Thomas Nygren, Monika Vinterek, Robert Thorp and Margaret Taylor, “Promoting a ; 47 - 30 Historiographic Gaze through Multiperspectivity in History Teaching”, in Elmersjö, Clark, Anna, and Vinterek, ( Eds . ) , InternationalPerspectives on Teaching Rival Histories , pp . 207 - 228 . Nicole Tutiaux - Guillon, “History in French Secondary School : A Tale of Progress and 15 Universalism or a Narrative of Present Society ? ,” in Carretero, Berger and Grever ( eds . ) , Palgrave Handbook ofResearchin Historical Culture and Education , pp . 275 - 294 ; Eckhardt Fuchs and Marcus Otto ( guest eds . ) , “Special Issue : Postcolonial Memory Politics in Educational Media”, Journal of Educational Media, Memory, and Society, 5, 1 ( 2013 ) ; Wolfgang Meseth, “Education after Auschwitz in a United Germany”, European Education , 44, pp . 13 - 38 ; Yasemin Soysal “Identity and Transnationalization in Germany School , ) 2012 ( 3 Textbooks”, in Laura E . Hein, Mark Selden ( eds . ) , Censoring History – Citizenship and MemoryinJapan, Germany, and the United States ( New York : Routledge, 2000 ) , pp . 127 - 149 .
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אדמוני, אריאל
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