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• W2588416077 abstract "This paper will present the results of a research project that deals with the topic coming to terms with the past as a problem of adult education. This project aims to define and describe dealing with a totalitarian past in educational institutions and its impact on civic education. It concentrates on Poland, Russia and Ukraine. In Eastern Europe the process of dealing with the past is less associated with the dealing with the own guilt (as a person and as a society), as it was practiced in the German case, but it is also closely connected with the question how to overcome the practice of elimination of plurality of opinions, how to deal with feelings of powerlessness against the state in order to believe in one’s own power and to be able to use the possibilities of participation in the social and political processes. Thus, dealing with the past can be perceived as a way to democracy through civic education. This should be mentioned to begin and the paper will in the following elaborate some aspects and dimensions of the relations between civic education and dealing with the past using the example of Poland Russia and Ukraine. Theoretical Framework One should first ask if, for a given society, coming to terms with the past is necessary in a period of political transformation and consolidation of democracy, or if the past should be ignored in favor of making a new start. The revolutions which have taken place in all countries of Eastern Europe after the fall of communism, posed an enormous challenge for this region in all areas of life. The new social upheavals pose new questions for adult education, i.e. [that is] education which aims to give orientation, to foster identification and consolidation, and to manage change. These questions deal with confronting past events both in the lives of individuals and in the context of social development. The new pluralistic democracy is a system that, on the one hand, guarantees citizens their rights and freedoms but, on the other hand, is based on participation and commitment. It may be said that, after the fall of totalitarian regimes, there is no building of civil society without critical inspection of the past. American political scientist Marc Morje Howard states that the constitution of civil society depends on history and is embedded in the context of history. According to Howard, civil society in Eastern Europe fails because citizens avoid confronting their experiences with totalitarianism (Howard 2003). The dealing with the past must obviously include the “education for de-barbarization” (“Erziehung zur Entbarbarisierung”), according to the German philosopher Theodor Adorno. He states: “I would even go so far as to consider the" @default.
• W2588416077 created "2017-02-24" @default.
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• W2588416077 date "2014-01-01" @default.
• W2588416077 modified "2023-09-27" @default.
• W2588416077 title "The Role of Adult Education in the Process of Rethinking the Past and its Impact on Democratization.A Case Study in Eastern Europe" @default.
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