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עמוד:*71
* 71 They stressed an alternative narrative, aimed to develop an ability to view past events from various points of views, and even reflecting upon them critically . Within such an ideal post - conflict context, French and German historians and educators succeeded in writing a shared history textbook . Despite the fact that this book has very limited distribution in the official education systems in both countries, many educators view the whole project as a model for new and desirable history education . They praise the endeavor of utilizing transnational experiment and multi - narrative approach to sustain and enhance post - conflict peace and reconciliation forever . 16 Unfortunately, it seems hard to imitate and replicate this project along the conflict spectrum, which stands short of an ideal - post conflict situation . One of the promising yet still partial post - conflict category is post - conflict with residues . It means that the real conflict between the parties had ended and belongs to the past . However, some meaningful issues and dimensions of the past conflict are still unsolved . Thus, the present holds a hybrid condition of both post - conflict agreements on major issues, pregnant with elements of potential deep disagreements about further steps toward complete reconciliation . Internally, certain groups experienced the end of legal discrimination against them, but still feel underprivileged and excluded despite these legal measures . Externally, many countries which had been past enemies recognized each other, established diplomatic relations, and even engaging in various levels of cooperation . However, they did not work out dark past periods and fell short of constructing a genuine post - conflict narrative . In most cases of post - conflict with residue, there are sincere attempts to embark upon new ways of history education . These efforts generated professional support but faced also rejection and criticism . Thus, the German - Polish project to rewrite their difficult past ( which started already between West Germany and Socialist Poland in the 1970 s ) is still an ongoing project that produced certain results but moving very slowly and short of expectation . 17 The German - Czech initiative to engage with similar project failed, Corine Defrance and Ulrich Pfeil, “Symbol or Reality ? The Background, Implementation and 16 Development of the Franco - German History Textbook,” Korostelina and Lässig ( eds . ) , History Education and Post - Conflict Reconciliation, pp . 52 - 68 ; Falk Pingel, “From Evasion to a Crucial Tool of Moral and Political Education : Teaching National Socialism and the Holocaust in Germany”, in Stuart J . Foster and Keith A . Crawford ( eds . ) , WhatShall We Tell theChildren ? International Perspectives on School History Textbooks ( Charlotte, NC : Information Age Publishing, 2006 ) , pp . 131 - 154 ; Francesco Scatigna, Teaching 1815 – Rethinking Waterloo from Multiple Perspectives ( EUROCLIO, 2015 ) . Retrieved from : https : / / euroclio . eu / publication / teaching - 1815 - rethinking - waterloo - multiple - perspectives . Simone Lässig and Thomas Strobel, “Towards a Joint German - Polish History Textbook – 17 Historical Roots, Structures and Challenges”, Korostelina and Lässig ( eds . ) , History Education
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אדמוני, אריאל
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