Classical and modern political thinkers, with very few exceptions, all recommend the study of history as a powerful means to strengthen civic consciousness. Cicero´s well known statement “historia magistra vitae” was endlessly cited, glossed and commented upon to stress that the knowledge of the history of the one’s own country is a source of political wisdom and of civic loyalty. Wisdom comes from the awareness of the particular historical and cultural features of one’s own country; civic loyalty comes from the emotional involvement generated by shared memories of past sufferance or past achievements made possible by great ancestors.
The civic potential of historical awareness has been and is cultivated by states – in different ways and with different degrees of intensity and magnitude – though civic rituals, commemorations, monuments, symbols, music and the shaping of public spaces.
The belief of the civic value of history has been however questioned on a number of grounds. Historical memory – it has been claimed – can be extremely controversial and divisive, particularly in countries that have experienced civil wars or massive violations of human rights under totalitarian or dictatorial regimes. When memories are painful or reawaken hatred it is wiser to forget and forgive rather than remembering and demanding justice.
To encourage a genuine exchange of educational experiences between teachers (around fifty people) coming from a large spectrum of European countries, the European academy could be organized around four lectures offered by scholars of recognized international reputation that should address:
1) Civic Education and History: Historical and Philosophical Perspectives.
2) Civic Rituals and Citizenship. A Comparative Approach.
3) The Past as a Burden and the Past as a Resource for Civic Life.
4) Punishment and Pardon: Experiences of Reconciliation after Mass Tragedies.
After the lectures, the participants should attend seminars led by tutors in which they should debate the ideas suggested by the speakers and define specific educational projects for students.
One or two special guests will be invited to share their experiences in committees for truth and reconciliation and in courts engaged in the prosecution of perpetrators of mass crimes.
