Abstract
Some academics claim that history education is a vital component in citizenship education, while the others say that its role is overestimated. In the postmodern perspective there is “the end of the past” which is, to some extend, a product of consumption society and globalization. Global education and global concerns are the part of school curricula nowadays. In this context the questions about the purposes of history education, citizenship and its relation to global education are posed: how to teach history in order to develop national identity and sensitivity towards global problems at the same time? Is it necessary to find a balance between national-state orientation and global orientation in teaching history? How to talk about history in multicultural societies, without marginalizing particular groups and without imperious imposition of the only version of “the Truth”? In order to answer to these question the reconstruction of the western debate has been made.
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