There’s No ‘J’ in (the) Holocaust: Perceptions and Practice of Holocaust Education

2018 ◽  
pp. 41-56
Author(s):  
Paula Cowan
Keyword(s):  
Holocaust Education ◽  
The Holocaust

zy prawda nas wyzwoli? Przełamywanie oporu psychologicznego w przyjmowaniu wiedzy o Zagładzie

2014 ◽  
pp. 803-822
Author(s):  
Marta Witkowska ◽  
Piotr Forecki
Keyword(s):  
Psychological Research ◽  
Public Knowledge ◽  
Social Psychological ◽  
Holocaust Education ◽  
Positive Group ◽  
Nazi Occupation ◽  
The Social ◽  
The Holocaust ◽  
Survey Results ◽  
Social Psychological Research

The introduction of the programs on Holocaust education in Poland and a broader debate on the transgressions of Poles against the Jews have not led to desired improvement in public knowledge on these historical events. A comparison of survey results from the last two decades (Bilewicz, Winiewski, Radzik, 2012) illustrates mounting ignorance: the number of Poles who acknowledge that the highest number of victims of the Nazi occupation period was Jewish systematically decreases, while the number of those who think that the highest number of victims of the wartime period was ethnically Polish, increases. Insights from the social psychological research allow to explain the psychological foundations of this resistance to acknowledge the facts about the Holocaust, and indicate the need for positive group identity as a crucial factor preventing people from recognizing such a threatening historical information. In this paper we will provide knowledge about the ways to overcome this resistance-through-denial. Implementation of such measures could allow people to accept responsibility for the misdeeds committed by their ancestors.

scholarly journals Genocide and Holocaust Education at Secondary Schools in Armenia

2011 ◽  
Vol 7 (1 (8)) ◽  
pp. 150-161
Author(s):  
Siranush Chubaryan
Keyword(s):  
Social Sciences ◽  
Human Rights ◽  
Civil Society ◽  
Secondary Schools ◽  
Armenian Genocide ◽  
National Program ◽  
Holocaust Education ◽  
The Holocaust

The article refers to the organization of Genocide and Holocaust Education at secondary schools in Armenia. The survey and investigation indicate the key direction of the reforms in the national program of education. Special attention is paid to reforms in the fields of social sciences, as well as human rights (including the Armenian Genocide and the Holocaust) at the secondary schools in Armenia which significantly contribute to the establishment of civil society in our country.

scholarly journals On open questions in Holocaust education

2021 ◽  
Vol 34 (3) ◽  
pp. 135-152
Author(s):  
Danilo Kovač
Keyword(s):  
Teaching And Learning ◽  
Causal Analysis ◽  
Controversial Issues ◽  
Abstract Concepts ◽  
Holocaust Education ◽  
Open Questions ◽  
The Holocaust ◽  
Teaching Interventions

Even though recent decades have borne witness to an increased educational interest in teaching the Holocaust, academic stances on why the topic should be taught still vary significantly. The aim of this paper is to present teaching interventions that would help educators to navigate through one of the most important open questions in Holocaust education: the question of aims. Three Holocaust-related teaching interventions, which themselves use open questions as the basis for teaching and learning, are presented and analysed. The open questions, as the background, allow the educators to simultaneously shift between various teaching aims. The interventions addressing the question of heroes, victims and bystanders, causal analysis of the Holocaust, and the responsibility of the Allies for the escalation of the Holocaust, are arranged in such a way so as to lead students from their day-today knowledge, through historical concepts, finally ending up addressing more abstract concepts. The analysis draws on literature related to both Holocaust education and the teaching of controversial issues, and covers a range of topics; from practical to more philosophical.

scholarly journals Holocaust Education in the Primary School: some reflections on an emergent debate

2003 ◽  
Vol 1 (2) ◽  
Author(s):  
Geoffrey Short
Keyword(s):  
Young Children ◽  
Primary School ◽  
Primary Schools ◽  
Empirical Support ◽  
Holocaust Education ◽  
Jewish Culture ◽  
The Holocaust ◽  
Primary School Pupils ◽  
The Way

Recent years have witnessed the beginnings of a debate over whether the Holocaust should be taught in primary schools. In this article the claims advanced in favour of the proposal are shown to be plausible but lacking in empirical support, while the counter-claims are considered either peripheral, contentious or contrary to established research. It is argued that some key omissions in the debate, such as the way primary school pupils conceptualise Jewish culture and identity, significantly strengthen the case against introducing young children to the Holocaust.

“Making the desert blossom as the rose”: The American Christian Palestine Committee’s “Children’s Memorial Forest” and Postwar Land Acquisition in Palestine

2019 ◽  
Vol 33 (2) ◽  
pp. 244-264
Author(s):  
Amy Weiss
Keyword(s):  
School Children ◽  
Land Reclamation ◽  
Sunday School ◽  
Land Acquisition ◽  
Holocaust Education ◽  
Early Form ◽  
The Holocaust ◽  
Reclamation Project ◽  
European Jewish ◽  
The Rose

Abstract The American Christian Palestine Committee believed that Palestine, and not Europe or any other location, should memorialize the European Jewish victims of the Holocaust. Founded in 1946, the ACPC partnered with the Jewish National Fund to establish the Children’s Memorial Forest, a memorial to the more than 1 million Jewish children who perished in the Nazi genocide. Its fundraising campaign sought to plant saplings in the Ein Hashofet region, constituting an early form of Holocaust education among American Sunday school children. It solicited theologically liberal, or mainline, American Protestants’ participation in a land reclamation project aimed at advancing Jewish statehood.

scholarly journals Pillar of Fire – from Auschwitz to Casablanca

2021 ◽  
Vol 12 (1) ◽  
pp. 390-412
Author(s):  
Nitza Davidovitch ◽  
Ruth Dort
Keyword(s):  
Historical Narrative ◽  
North African ◽  
Holocaust Education ◽  
Practical Applications ◽  
Personal Connection ◽  
National Memory ◽  
The Holocaust ◽  
Personal Connections ◽  
Social Polarisation ◽  
Family Connection

Aim. This study examines the characteristics of the individuals who go on the journey to Poland, which is a key element of the Holocaust education curriculum in Israel, their personal connection to the Holocaust, as well as the socio-political developments in Israel that attempt to bridge the gap between the various poles in society – between East and West. Concept. Holocaust education includes the formal part, which is the historical narrative, and the informal part, which is the journey to Poland. This study follows the development of Holocaust education and commemoration of the victims of the Holocaust – from the narrative of the Holocaust of the Jews of Europe to the narrative of the Holocaust among the communities of North African descent. Results and conclusion. The findings of the study indicate a link between family support and ties to the Holocaust, and the journey to Poland, which appears to be in line with findings of Nitza Davidovitch and Dan Soen (2011), who found a correlation between the students participating in the journey and their personal connections to the Holocaust, in contrast to students with no family connection with the Holocaust. For all its importance, the journey to Poland has been found to perpetuate social polarisation. Practical applications. The current study highlights the challenge of Holocaust education in order to build a bridge of shared historical destiny through this seminal event of the twentieth century. Originality. This work sparks the question of how to make the journey to Poland a unifying factor in collective national memory.

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