In our panel discussion we will examine from the comparative perspective of three divided Western societies (USA, France and Germany), whether a critical inquiry rooted in the epistemic tradition of historical research can provide students with an “antidote” to polarization and its often distorting and ideologizing effects on the perception of reality. How can history education empower students to resist misinformation, one-sided thinking, and doubtful framing effects with tools of critical source reading and online reasoning? Can they be prepared to become participants of democratic discussions when they learn that history as a science seeks to reconstruct the past not by claiming absolute “possession of truth”, but through study based on evidence, acknowledging uncertainty and always open to revision? How can such an approach strengthen a vision of democratic power based on respect among individuals and groups and a common struggle for good solutions?