ABSTRACT
Every individual must continually react to different narratives about the past which can drastically change over the course of time, revealed by a number of the aforementioned contributions. If the theory is correct, that those in a globalized inter-connected world people with different narrations regarding the history of the Crusades come into contact with each other, and have to work with each other, then a de-construction of the narratives is required. In the texts on the Crusades in the different historical cultures, completely differing interpretations, which are recognized socially, are presented. In view of the significantly different conceptions of the history of the Crusades – as is abundantly clear in the texts presented – in an international comparison, de-constructing these historical narratives is hardly enough. The area of tension of historical educational concepts stretches between the poles of history lessons being endowed by collective memories or of the complete support of individual appropriation when dealing with history.
