Neuroethics and the Politics of Historical Memory: Rethinking Polish-Ukrainian Relations Through Education

Abstract

This article explores the intersection of historical memory, national identity, and neuroethics within the educational paradigm, focusing on the complex legacy of Polish-Ukrainian relations. Against the backdrop of geopolitical tensions and historical traumas—such as the Volhynia massacre and the Soviet-era distortions—the study analyzes how educational institutions mediate collective memory and identity formation. By integrating neuroethical perspectives, the article highlights the cognitive and moral dimensions of historical education, emphasizing the importance of memory as a neurological and ethical construct. In a postmodern context marked by digital memory, value crises, and neurocapitalist influences, education emerges as a strategic tool for shaping socio-political consciousness. The authors argue that rethinking the politics of memory through neuroethics and critical pedagogy enables societies to transcend inherited narratives of victimhood and hostility, promoting reconciliation and cooperative futures. Methodologically, the study draws on discourse analysis, critical historiography, and educational theory to formulate new approaches for historical teaching that foster reflective citizenship and ethical awareness.