What changed between the draft committee report and the plenary report

MOTION FOR A EUROPEAN PARLIAMENT RESOLUTION

7 unchanged paragraphs

on European historical consciousness

(2023/2112(INI))

The European Parliament,

– having regard to Article 165 of the Treaty on the Functioning of the European Union,

– having regard to its resolution of 19 September 2019 on the importance of European remembrance for the future of Europe,

– having regard to its resolution of 2 April 2009 on European conscience and totalitarianism,

– having regard to Regulation (EU) 2021/692 of the European Parliament and of the Council of 28 April 2021 establishing the Citizens, Equality, Rights and Values Programme and repealing Regulation (EU) No 1381/2013 of the European Parliament and of the Council and Council Regulation (EU) No 390/2014,

Added:– having regard to its resolution of 11 November 2021 on the European Education Area: a shared holistic approach,

Added:– having regard to its resolution of 8 March 2022 on the role of culture, education, media and sport in the fight against racism,

Added:– having regard to its resolution of 6 April 2022 on the implementation of citizenship education actions,

Added:– having regard to its resolution of 14 December 2022 on the implementation of the New European Agenda for Culture and the EU Strategy for International Cultural Relations,

Added:– having regard to its resolution of 21 January 2021 on the EU Strategy for Gender Equality,

Added:– having regard to the Commission communication of 18 September 2020 entitled ‘A Union of equality: EU anti-racism action plan 2020-2025’ (COM(2020)0565),

Added:– having regard to the Commission communication of 14 June 2016 entitled ‘Supporting the prevention of radicalisation leading to violent extremism’ (COM(2016)0379),

Added:– having regard to the European Cultural Convention of 19 December 1954,

– having regard to the study conducted for its Committee on Culture and Education entitled ‘European Historical Memory: Policies, Challenges and Perspectives’,

– having regard to the study conducted for its Committee on Culture and Education entitled ‘European Identity’,

– having regard to Rule 54 of its Rules of Procedure,

Changed:– having regard to the report of the Committee on Culture and Education (A9-0000/2023),(A9-0402/2023),

Change 1

Changed:A. whereas Europe’s complex, conflict-ridden and contested past poses both a challenge and an opportunity for European integration;integration, acknowledging that a well-informed historical consciousness fosters mutual understanding and tolerance;

Change 2

Changed:B. whereas gender-, belief- and ethnicity-based injustices have been inherentembedded in European history over many centuries, including in the form of antisemitism and antigypsyism;antigypsyism, having consequences for Europe and the rest of the world;

Change 3

Added:C. whereas mindful engagement with history and historical injustices helps to address different forms of intolerance and inequality and build more inclusive societies;

D. whereas history must never be relativised, distorted or falsified for political purposes;

Change 4

Changed:D.E. whereas historical negationism representsand other forms of biased interpretations of history represent a major threat that kindles distrust and conflict between peoples and nations and undermines efforts to nurture historical justice and reconciliation;

Change 5

Changed:E.F. whereas dealing with the past requires utmost impartiality, objectivityimpartiality and dispassionobjectivity both in historical scholarship and the political realm;

G. whereas historical memory incorporates a distinct degree of subjectivity, given that the choice of what to remember and how the past is interpreted necessarily involves value judgements;

Change 6

Changed:G.H. whereas while there are ‘historical facts’ grounded in professional historical work, including research, teaching and the preservation of sources and historical sites, there is no single monolithic, indisputable and everlasting ‘historical truth’ that one specific group or nation can monopolise and exclusively claim for itself;itself, or use to negate the existence of other peoples, nations or states;

Change 7

Removed:H. whereas fostering a critical historical consciousness across borders by educational and other means is central for Europeans to be able to come to terms with their past, confidently deal with the present and work towards a common future;

Added:I. whereas interdisciplinary approaches and contextualisation are essential elements for history education, which needs to be associated with European citizenship education as well as exchange and mobility programmes;

Removed:I. whereas European historical consciousness is understood as an individual as well as collective ability and skill to understand, (self-)critically assess and learn from history, which facilitates the recognition of the inextricable connection and interdependency between past, present and future;

Added:J. whereas fostering a critical historical consciousness across borders by educational and other means is central for Europeans to be able to understand and come to terms with their past, confidently deal with the present and work towards a common future;

Removed:Dealing with Europe’s (dark) past as a risk and an opportunity

Added:K. whereas European historical consciousness is understood as an individual as well as collective ability and skill to understand, critically assess and reflectively learn from history, which facilitates the recognition of the inextricable connection and interdependency between past, present and future;

Removed:1. Acknowledges that the diverse and often conflicting histories of European nations and states make any effort to deal with history at a supranational political level a difficult and potentially dangerous endeavour, and that attempts to regulate how to commemorate and interpret the past always prove to be challenging;

Added:Dealing with Europe’s past as a risk and an opportunity

Removed:2. Emphasises the potential of the principle of historia magistra vitae and considers especially the dark elements of Europe’s history – including totalitarianism, racism, jingoism and colonialism – not only to be a vigorous reminder of past mistakes whose repetition is to be avoided, but also as a call to work jointly towards democratic and inclusive societies in the Union and globally;

Added:1. Acknowledges that the diverse and often conflicting histories of European nations and states make any effort to deal with history at a political level a difficult and potentially dangerous endeavour, and that attempts to steer how to commemorate and interpret the past always prove to be challenging;

Removed:3. Considers a responsible, evidence-based and critical dealing with history a sine qua non for any democratic body politic, in order to sensitise current and future generations for achievements and aberrations of the past alike, strengthen a self-reflexive public discourse and foster understanding and reconciliation within and among particular social groups, nations and states;

Added:2. Emphasises the potential of the principle of historia magistra vitae and considers especially the tragic periods and dark elements of Europe’s history not only to be a vigorous reminder of past mistakes whose repetition is to be avoided, but also as a call to work jointly towards democratic and inclusive societies in the Union and globally;

Added:3. Considers a responsible, evidence-based and critical approach to history, focusing on common European values, to be a sine qua non for any democratic body politic, in order to sensitise current and future generations for achievements and aberrations of the past alike, strengthen a self-reflective public discourse and foster understanding and reconciliation within and among particular social groups, nations and states;

Politics of the past in the European Union – a critical assessment

Change 8

Changed:4. Stresses the need for an honest assessment of the EU’s ‘politics of the past’, through which it has striven to add legitimacy to the European project andproject, strengthen a European sense of belonging,belonging and foster the peaceful coexistence of the continent’s peoples, by equally acknowledging achievements and existing shortcomings;shortcomings, and by scrutinising the ways in which citizens have been encouraged to engage with the past;

Change 9

Changed:5. Acknowledges the array of past and present initiatives at European level to foster a common European historical memory, including the Holocaust Remembrance Day, the European Day of Remembrance for Victims of all Totalitarian and Authoritarian Regimes, the establishment of a dedicated remembrance strand in the former Europe for Citizens and current Citizenship, Equality, Rights and Values (CERV) programmes, and various Parliament resolutions such as thethose oneof 2 April 2009 on European conscience and totalitarianism and of 19 September 2019 on the importance of European remembrance for the future of Europe;

Change 10

Removed:6. Expresses its concern that there continues to be a latent competition and partial incompatibility between different memory frames and remembrance cultures in the Union, especially between Western and Eastern Europe;

Added:6. Expresses its concern that there continues to be a latent competition and partial incompatibility between different memory frames and remembrance cultures in Europe, including between Western and Eastern Europe, but also between countries and nations within certain parts of the continent; stresses that all European countries have concurring and diverging experiences alike that belong to a shared European history; acknowledges the crimes committed by Nazi, fascist and communist totalitarian regimes as well as under colonialism, and the role these crimes have played in shaping historical perceptions in Europe; emphasises the need to bridge existing regional and ideological divides in historical awareness among European countries and peoples with a view to building a common ground for dialogue as well as mutual understanding and respect;

Change 11

Changed:7. Recognises that the Union’s concern mainly with narrating a story about itself ex negativo, with the horrors of the past and especially National Socialism and Stalinism servingserve as a ‘negative foundation myth’,myth’ providesand provide a strong sense of purpose for the European peace project, yet acknowledges that the Union’s concern mainly with narrating a story about itself ex negativo bears the risk of nurturing a teleological and simplistic black-and-white scheme of history which potentially hampers a fully informed understanding of Europe’s intricate past and reduces incentives to challenge stereotypes and sacred cows of national histories;

Towards an informed historical consciousness in Europe

Change 12

Changed:8. Recognises the need for a broader and more holistic understanding of European history for a (self-)criticalcritical and self-reflective European historical consciousness to emerge, in particular by widening the focus of current European remembrance initiatives;initiatives, taking into due account also groups that have been underrepresented so far, and by promoting innovative ways of teaching history;

Change 13

Changed:9. Stresses the importance toof movemoving away from a European ‘remembrance culture’ that is predominantly top-down and concerned with defining what Europeans should remember towards a bottom-up and citizens-driven ‘culture of remembering’ based on common European principles and values, concentrating on developing capacities for a critical reworking of the past at local, regional, national and European levels;levels, involving civil-society organisations;

Change 14

Changed:10. Acknowledges the crucial importance of approaching Europe’s past on the foundationbasis of the European core values suchenshrined asin humanism,Article tolerance,2 democracyof the Treaty on European Union and the ruleethical ofand law,philosophical traditions that underpin these values, and of creating an open sphere of discussion that also makes it possible to address difficult elements of national histories and that provides for mutual understanding and reconciliation both within and between European nations;nations, as well as between European nations and the rest of the world;

Change 15

Removed:11. Calls on the Member States to revise current curricula and teaching methodologies with a view to shifting focus from national towards European and global history and in order to allow for more emphasis on a supranational historical remembrance, in particular by allowing for multiple interpretations of the same historical period and event and by fostering corresponding teaching styles that favour reflection and discussion over knowledge transfer and that are guided by the overall objective of making students learn ‘how to think’ rather than ‘what to think’;

Added:11. Considers the freedom to teach, study and conduct research, including free access to archives and sources, alongside free artistic expression, to be a prerequisite for the generation and dissemination of unbiased and evidence-based knowledge in democratic societies, and for a critical dealing with history in particular; calls on the Commission and the Member States to safeguard those freedoms that are currently at risk, especially due to cases of misappropriation of memory laws, including by means of the EU’s rule of law mechanism;

Removed:12. Calls on the Member States to provide tailor-made (history) teacher training that enables teachers to grasp transnational aspects of history, imparts adequate didactics and principles of modern teaching and is primarily concerned with forming self-reflective young people;

Added:12. Stresses the vital role of education and calls on the Member States to update current curricula and teaching methodologies with a view to shifting focus from national towards European and global history and in order to allow for more emphasis on a supranational historical understanding, in particular by allowing for multiple perspectives on history and by fostering corresponding teaching styles that favour reflection and discussion over knowledge transfer and that are guided by the overall objective of making students learn ‘how to think’ rather than ‘what to think’;

Removed:13. Calls on the Commission and the Member States to strengthen the tools currently available at European level in order to foster a (self-)critical European historical consciousness, in particular the Erasmus+ programme, which supports mobility and intercultural learning as key tools to increase understanding of other cultures and nations, and the CERV programme, which provides support for transnational historical remembrance projects and promotes civic engagement;

Added:13. Underscores the vital importance of learning about European integration, the history, institutions and fundamental values of the Union and European citizenship for a European sense of belonging to emerge; calls for the teaching of European history and European integration, which needs to be regarded in a global context, and for European citizenship education to become an integral part of national education systems; acknowledges efforts made at EU level to improve knowledge about the Union and its history, including the so-called Jean Monnet actions; calls on the Commission and the Member States to work, including through the European Education Area’s Working Group on Equality and Values, on deliverables that address specifically the development of European historical consciousness, and to jointly develop an ‘EU manual’ in curricular activities providing common guidelines and impartial facts and figures for the teaching of European history;

Removed:14. Requests that the European institutions, the Member States, educational institutions and civil-society actors step up efforts to abstain from and repudiate any attempt to instrumentalise history for political purposes and fight historical denialism both in the European Union and beyond;

Added:14. Considers chauvinism, gender-stereotypes, power-asymmetries and structural inequalities to be deeply rooted in European history, and regrets the lack of a sufficiently multicultural and gender-sensitive approach in the teaching of history; deems it vital to address the marginalisation of women and other underrepresented societal groups in history, and calls on the Member States to provide for a stronger corresponding focus in national curricula;

Added:15. Stresses the need for interdisciplinary and intersectional history teaching that applies innovative and learner-centred pedagogy such as interactive, storytelling and lessons-learned approaches for all generations, makes use of a comprehensive set of sources, technologies and learning materials, including cross-border and transnational history textbooks and oral histories, and promotes analytical and critical-thinking skills;