On the path from the stereotypical depiction of " the other" to reconciliation through the recognition of a true picture of 'us'

Since the nineteenth century there has been a close connection between nationalism and history education. For centuries this connection has been influencing history education not exactly in a good way – it has often been used for nationalistic aims, adapted or even invented to fit the nationalistic agenda and to foster national consciousness in the people of a nation. It can be argued that in the twenty first century a change in this situation in Europe should occur due to the new order and relations between its nations. However, the unifying tendencies and globalization do not bring the nations together through history education. On the contrary, they create the fear of loss of a national identity and sovereignty, and strengthen the calls for putting an emphasis on national history to prevent the diminishing of its importance and to highlight the uniqueness of a nation. In 2006 a praiseworthy effort to bring a change into history education came from France and Germany – two countries known for their long past of ‘hereditary enmity’: the first volume of a common Franco German history textbook was published. A wave of optimism arose on both sides and its creators, as well as politicians of both countries presented it as a great innovation in the field of history education and as a possible example for the creation of a common European textbook. It appears, however that the textbook would have been more successful without these high aspirations. It is suspected by many European nations, the French and German one including; to be just another political approach aiming to put France and Germany in the lead of the European integration process and to manipulate people into believing what the governments of the two countries want them to believe. It is precisely a project like the Franco-German history textbook that makes European nations anxious of losing a position in European history and, consequently, anxious to preserve their own history. What is more, after more than fifty years of mutual dialogues, reconciliation through history education between France and German is still based on avoiding certain problematic topics, rather than on recognizing of the guilt and mutual acceptance. It cannot thus be expected from nations that have not even initiated such dialogues, to be able to make great changes in their nationalistic oriented history education. As an example of such nations, the countries of former Soviet Union can be named. It can be argued that these countries are characterized by a need and desire to self-determination, self-government and the creation of own identity. These are reflected in their history education in the form of opposition to the nations which are seen as historical oppressors and enemies. Nationalistic oriented history has thus for various reasons still an upper hand on a common European education which remains a distant dream of few politicians and ‘Euro-optimists’.