The genesis of European standards for history teaching: an analysis of the 1980s regulatory framework of international organizations

Abstract

The article is devoted to the comprehensive study of the transformation of historical education in the European context during the 1980s and early 1990s. The transition of history teaching from an ideological tool of political influence to a fundamental instrument for fostering democratic values, multiculturalism, and tolerance among the youth was analyzed. In the course of the research, emphasis was placed on the pivotal role of supranational organizations, such as the Council of Europe and the European Communities (later the European Union), in shaping the modern pedagogical landscape. A retrospective analysis of foundational documents was conducted, including Recommendation No. R (83) 4 and Recommendation No. R (85) 7, which laid the groundwork for the "European dimension" in education. It was proven that these international regulations were not merely reactive to geopolitical shifts but acted as visionary frameworks that anticipated the integration of Eastern European nations into the common democratic fold even before the official collapse of the socialist bloc. The process of anthropologization of history, where the national narrative is perceived through the lens of migration, cultural exchange, and minority rights, was examined within the context of promoting multiperspectivity. Furthermore, the influence of these early regulatory standards on the establishment of professional networks like EUROCLIO and their subsequent impact on teacher training methodologies was explored. The core principles established over thirty years ago were identified as the cornerstone of modern European educational policy, significantly influencing contemporary educational reforms in Ukraine and ensuring the continuity of democratic traditions in history teaching