The national education system initiated by the Greek and
Turkish states had beneficial results by expanding literacy.
But it had at least one serious shortcoming: it did not develop
to become an instrument of understanding between these two
nations. Instead, it provided material which either sustained
past national prejudices or even created additional ones.
Mistrust for the neighbour and even persecution-mania is the
dominant spirit of many texts taught in the schools of the
two countries, especially in the fields of history and literature.
Various non-governmental organizations have voiced their
concern about this aspect of teaching in Greece and Turkey.
Their criticism was concentrated mainly on history textbooks
because they composed the most concrete evidence of the spirit
which prevailed in the educational system. International organizations
(e.g.UNESCOand theGeorg-Eckert Institut of Braunschweig) tried
to bring officials of the two parties together, to discuss
the matter and to improve textbooks. These efofrts started
before 1980 and they are still in progress. Complaints against
the textbooks were even voiced by those responsible. For example,
at the Davos meeting in 1988, the Greek and Turkish prime
ministers referred to the necessity of revising textbooks
in order to improve bilateral
relations.
Many studies have been published during the last ten years in Greece
and Turkey, exposing various negative aspects of textbooks - and consequently
the educational system. The result of local and international criticism and
pressure is a perceptible change for the better. Many negative attributes of
the 'other' nation were eliminated from the textbooks of both countries.
However, there is still a lot that can and should be done. School
education has a central role to play in shaping opinions and perceptions. It
can contribute to the reconciliation of neighbouring nations. What is the
essence of reconciliation? The answer to this should be comprehensive.
