The article deals with the didactic and methodological foundations of silence in learning, focused on students' reproduction of their own meanings and content of learning. According to the French scholars, Maurice Halbwachs and Pierre Nora, history and historical memory are contrary in several ways. As suggested by Gabriel Tarde the intensity of global changes is caused by the imitation as stereotypical copying of each other's behavior. The aims and goals of traditional education are based on the transfer of the social and cultural experience of mankind, they do not take into account the student's personal mission, purpose, and peculiar features. This results in stereotype, monologue of thinking, behaviour, and human communication, i.e. the "friend" of history and the "enemy" of historical memory. The monologic nature of education leads to the phase of mass man silence when there is nothing to say, as well as to the inability of society to hear a person and each other. The acquisition of a personal "historical ear" lies in the ability to remain silent as competence when the student "reveals" himself: his meanings, goals, knowledge, mission. The peculiarity of the article lies in its interdisciplinary nature, in particular, the author has carried out the cross-cultural analysis of the silence features in the Eastern and Western cultural traditions, showing the deeply philosophical, methodological, and linguistic differences between the civilizations of "speaking" and of silence". The article illustrates how silence in learning relates to the student's ability to ask questions and to conduct a heuristic dialogue.