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European Union remembrance policy
This essay will analyse the policies that the European Parliament has introduced to create and endorse the notion of a common European historical memory. The main institutions that have dealt with the issue are the European Council, European Parliament’s Committee on Culture and Education and the Directorate-General for Internal Policies.
First I shall discuss the reasons behind the necessity for a “historical memory” in the European context. I will then give an overview of current European Union practices on establishing a pan-European historical memory and of the existing political initiatives regarding a common European historical memory. The main emphasis shall be on the Europe for Citizens Programme, which was launched in 2006 and has been extended for 2014-2020. The updated programme has a greater emphasis on the role of remembrance. I will briefly address the contemporary scholarly debate on and interpretation of the concept of 'historical memory' and discuss the implications the construction of historical memory on a supranational level has for external affairs and the effect it has on thinking about security.
1. Introduction
With the establishment of history as a discipline in the 19th century, collective historical memory has developed in close interaction with individual state- or nation-building processes in light of the national-romantic moods of the era. Current European policies however have tried to foster a 'European historical memory' in order to add legitimacy to the European project and strengthen European identity. While traditional reference points had been European 'heritage' in a broad sense of the word, a new and more concrete focus has emerged from early 1990s by in...
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... economic project. Since the Europe for Citizens Programme was launched, it has been explicitly dedicated to historical remembrance and more generally, on normative concepts of European collective identity.
Europe’s past has shaped European core values such as humanism, tolerance and democracy. The necessity for establishing a European mnemonic “master narrative” can also be viewed as an effort for cohesion in order to incorporate post-communist nations into common discourse of European history. Renouncing the possibility of complete historical truth acknowledges the potential risks in legislating for a specific view on or memory of the past. This transnational approach can be thought of as a general policy which concerns primarily cultural and educational issues, but one can also see it security terms, since memory can potentially serve political interests.
After World War II, Europe emerged as a continent torn between two very different political ideologies, Communism and Democracy. As the two major superpowers, the Union of Soviet Socialist Republics and the United States, struggled to defend their respective governmental policies, the European Continent was caught in an intrinsic struggle to preserve the autonomy which had taken so long to achieve. During the Cold War, Eastern European nations struggled to achieve autonomy with the help of the West's dedication to break the Soviet sphere of influence. After the disintegration of the USSR, the struggle for autonomy among nations shifted from an intense, inward, nationalistic struggle to break away from a superpower to a commitment of international unity and cooperation as nations began to take moral and political responsibility for their actions.
History has many examples of these three themes, and to record them all, you would need to write a book. The three themes discussed in this paper have been used to inform and teach young students that history is important; Therefore, it is important to know your history; if you don't learn from history, then you are doomed to repeat
The study of past events have been a common practice of mankind since the verbal telling of stories by our ancestors. William Cronon, in his article “Why the Past Matters,” asserts that the remembrance of the past “keeps us in place.” Our individual memories and experiences shape how we act in our daily lives. In addition to influencing us at an individual level, our collective history binds us together as a society. Without knowing where we have been or what we have experienced, it is nearly impossible to judge progress or know which courses of action to pursue. The goal of the historian is to analyze and explain past events, of which they rarely have firsthand memory of, and apply the gained knowledge to make connections with current and future events.
In order to legitimise a regime or cause, traditions may be constructed around historical or mythological events, people or symbols that reinforce the image required to focus people’s conception of the past. People can be encouraged to invent a cohesive view of their shared ‘traditions’ by what could be called cherry picking bits of history.
Krieger, Larry. AP European history crash course. Piscataway, N.J.: Research & Education Association, 2010. Print.
Karl, Kenneth. Cracking the AP European History Exam New York: Princeton Review Publishing, 2004: 118-120
...: Reassessing Legitimacy in the European Union. Journal of Common Market Studies, 40 (4), pp. 603-24.
The European Union (EU), since the initial foundation in 1952 as the European Coal and Steel Community (ECSC) and throughout periods of development, has been considered one of the most advanced forms of regional integration. It, based on numerous treaties and resolutions, has strived to promote values such as peace, cooperation or democracy, and in 2012 was awarded the Nobel Peace Prize for having “contributed to the advancement of peace and reconciliation, democracy and human rights in Europe” (Nobel Media AB, 2012). Despite its struggle for promoting democracy, the EU itself has long experienced scholarly criticisms that it suffers the democratic deficit, from which its democratic legitimacy is undermined by observable problems in political accountability and participation. As the importance of legitimacy in a democratically representative institution is hardly debatable, the criticism of whether and why the EU lacks democracy has been given a considerable gravity in academia.
Todd, Allan. (2009) Democracies and Dictatorship: Europe and the World 1919-1989. Cambridge: Cambridge University Press, 1998. Tomkinson, John L. (2008) The Cold War: Themes in Twentieth Century World History for the International Baccalaureate.
The patterns of living that the world witnesses today are greatly influenced by history. This is because of the fact that history plays an immense role in forming one’s future; the abundant interactions socially, economically, politically, result in repercussions that can hardly be unraveled. However, this does not in anyway mean that one cannot trace today’s state of affairs back to its roots. Tracing today’s occurrences back to their origin is possible due to the fact that the agents’ (nations) origins are known.
Kidner, Frank L. Making Europe: People, Politics and Culture. Boston, MA: Houghton Mifflin, 2009. Print.
We are introduced to historical work done by North America, Germany, Great Britain, Belgium, Italy, France, Central Europe, and some minor reference to Poland and Russia. The three main divisions of the text are a gamut of information about the late 19th and early 20th century. It is during this time that Iggers talks about Leopold Ranke and the influence of his brilliant ideas. “It was Ranke's aim to turn history into a rigorous science practiced by professionally trained historians” (Iggers, 2005). Ranke initially introduced the ...
Sometimes traditional arguments cannot be effective because what is at stake is too threatening. In these cases, all we have left to achieve common ground are our narratives, our identities. If we know and can understand our history more comprehensively by our stories, we can begin building a better vision (Enos 136).
The enlargement of the European Union (EU) in 2004 and 2007 has been termed as the largest single expansion of the EU with a total of 12 new member states – bringing the number of members to 27 – and more than 77 million citizens joining the Commission (Murphy 2006, Neueder 2003, Ross 2011). A majority of the new member states in this enlargement are from the eastern part of the continent and were countries that had just emerged from communist economies (EC 2009, Ross 2011), although overall, the enlargement also saw new member states from very different economic, social and political compared to that of the old member states (EC 2009, Ross 2011). This enlargement was also a historical significance in European history, for it saw the reunification of Europe since the Cold War in a world of increasing globalization (EC 2009, Mulle et al. 2013, Ross 2011). For that, overall, this enlargement is considered by many to have been a great success for the EU and its citizens but it is not without its problems and challenges (EC 2009, Mulle et al. 2013, Ross 2011). This essay will thus examine the impact of the 2004/2007 enlargements from two perspectives: firstly, the impact of the enlargements on the EU as a whole, and thereafter, how the enlargements have affected the new member states that were acceded during the 2004/2007 periods. Included in the essay will be the extent of their integration into the EU and how being a part of the Commission has contributed to their development as nation states. Following that, this essay will then evaluate the overall success of the enlargement process and whether the EU or the new member states have both benefited from the accessions or whether the enlargement has only proven advantageous to one th...
Ed. John Merriman and Jay Winter. "1989." Europe Since 1914: Encyclopedia of the Age of War and Reconstruction. Vol. 4. Detroit: Charles Scribner's Sons, 2006. 1874-1880. World History in Context. Web. 11 Mar. 2014.