Manipulating history

Opening words by Alain Berset, Secretary General of the Council of Europe and Gabriel Revel, Ambassador and Permanent Representative of Monaco, on behalf of the Presidency of the Committee of Ministers of the Council of Europe

This session will address the growing challenges posed by the distortion and instrumentalisation of historical narratives in contemporary societies, while bringing together diverse perspectives that reflect the varied backgrounds of its speakers. The discussion will highlight how historical facts can be manipulated, and how such distortions can be analysed and debunked. At a time when disinformation and selective interpretations of the past increasingly threaten democratic values, the session will emphasise the essential role of reliable knowledge, methodological rigour and critical engagement with sources, helping citizens better understand the complexity of the past and engage more thoughtfully in public debates.

This OHTE Debate will invite participants to challenge the widely held assumption that younger generations are better equipped to detect manipulated historical narratives than their older counterparts. By confronting opposing arguments, the debate will explore whether growing up in a digital and information-saturated environment strengthens critical thinking skills or, on the contrary, exposes individuals to new forms of disinformation. The debate will encourage speakers and audiences alike to question stereotypes about generational competences, reflect on the role of education in developing historical literacy, and consider how different generations can learn from one another to better resist the misuse of history in public discourse.

The workshops will provide a space for practical and forward-looking exchanges on how to address the manipulation of historical information in educational and public contexts. Participants will explore concrete strategies to help learners recognise and critically assess historical content encountered both inside and outside the classroom, reflect on the evolution of didactics in an era shaped by misinformation and digital media, and examine the role of public history in fostering dialogue, bridging societal divides and strengthening understanding of democratic values. By encouraging interactive discussions and the sharing of professional and student practices, these sessions aim to support educators, researchers and practitioners in developing innovative approaches to history teaching and public engagement.