Collective memory, moral judgements, and history education

Abstract

This literature review explores the intersection of collective memory and moral judgments, drawing on insights from social psychology and history education. Social psychology research highlights how collective memory narratives categorize historical actors into moral roles, influencing intergroup relations and identity development. History education studies investigate the moral dimensions of national narratives, with ongoing debates about pedagogical focus— whether to emphasize direct ethical reflections or foster moral consciousness in historical learning. The conclusions emphasize the importance of interdisciplinary research, conceptual clarity, and enhancing students’ engagement with the past, as well as the need for more empirical studies that address evolving social changes and current challenges.