A/68/296 while the aim of history teaching should be critical thinking. As stressed by Pierre Nora, the discipline of history should not celebrate the past as memory does, but study the ways in which the past is celebrated. The writing and teaching of history should help to uncover the selective and self-serving nature of memory. In recounting the relationship with the past, it should highlight prejudice and stereotypes embedded in collective memory. 6. The conclusion and recommendations presented herein are based on an acknowledgment that history is always subject to differing interpretations. While events may be proven, including in a court of law, historical narratives are viewpoints that, by definition, are partial. Accordingly, even when the facts are undisputed, conflicting parties may nevertheless fiercely debate moral legitimacy and the idea of who was right and who was wrong. Provided that historical narratives rigorously follow the highest deontological standards, they should be respected and included in the debate. 7. The past constantly informs the present. History is continuously interpreted to fulfil contemporary objectives by a multiplicity of actors. The challenge is to distinguish the legitimate continuous reinterpretation of the past from manipulations of history for political ends. The Special Rapporteur’s recommendations are therefore based on the principle that history teaching should promote critical thinking and adopt a multiperspective approach, taking into account the right to freedom of opinion and expression, the right to information and education, academic freedoms and the rights of individuals and groups to have access to their cultural heritage and that of others. 8. A consultation on these issues was organized from 1 to 3 July 2013 by the Northern Ireland Human Rights Commission, in association with the University of Ulster and in cooperation with the Special Rapporteur, in Londonderry, United Kingdom of Great Britain and Northern Ireland. The consultation included a public symposium and a two-day experts’ meeting (see annex). On 5 July, the Special Rapporteur convened open consultations in Geneva in order to offer an opportunity to States, national human rights institutions and non-governmental organizations to present their views. The Special Rapporteur is grateful to all those who contributed and extends her special thanks to the Northern Ireland Human Rights Commission for its support. II. Normative framework A. Relevant human rights provisions 9. Numerous human rights provisions provide guidance in the area of history writing and teaching. 10. The Special Rapporteur considers the issue from the perspective of the right of all persons to have access to cultural heritage, based in particular on article 15 (1) (a) of the International Covenant on Economic, Social and Cultural Rights (see also A/HRC/17/38). 11. Relevant provisions also include the right of all persons to education, as enshrined in article 13 of the International Covenant on Economic, Social and Cultural Rights and articles 28 and 29 of the Convention on the Rights of the Child, 13-42291 5/27