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Table of Contents
Dedication; Preface; Editors' Notes and Acknowledgements; Contents; Part I: Introduction; Holocaust Education in the 21st Century: Curriculum, Policy and Practice; References; Part II: Framing the Issues for a New Millennium; Address to the German Bundestag: Holocaust Remembrance Day (Berlin, 27 January, 2000); "Why Does the Way of the Wicked Prosper?": Teaching the Holocaust in the Land of Jim Crow; References; Is Teaching and Learning about the Holocaust Relevant for Human Rights Education?; Introduction; Teaching and Learning about the Holocaust Today; Focusing on History or on Memory?
Focusing on History or on the Lessons of History? What Does Human Rights Education in Holocaust Education Mean?; Learning about Human Rights in the Context of Holocaust Education; Learning for Human Rights in the Context of Holocaust Education; Learning within Human Rights in the Context of Holocaust Education; Can, and Should, Teaching about the Holocaust be a Tool for Human Rights Education?; Further Challenges; Reinforce Links to Neighbouring Topics; Reach out to New Target Groups; Develop Experimental Joint Projects to Bring Together Both Fields; Conclusions; References
Shoah, Antisemitism, War and Genocide: Text and ContextLearning from Eyewitnesses: Examining the History and Future of Personal Encounters with Holocaust Survivors and Resistance Fighters; Introduction; Pride and Shame; Jewish Voices; From Avoiding Emotion to Embracing Emotion; Guest Speakers in Schools; Collaborators and Perpetrators; The 1990s: War Returns to Europe; National Self-Image and the Shoah; Less Lecture, More Discussion; References; Teaching about and Teaching through the Holocaust: Insights from (Social) Psychology; Introduction
Teaching about and through the History of the Holocaust Anne Frank's Insight; Failing to Empathise; Social Conformity and Social Norms; Conclusions and Discussion; References; Part III: Reckoning with the Holocaust in Israel, Germany and Poland; Between Involuntary and Voluntary Memories: A Case Study of Holocaust Education in Israel; The Personal, the Public and the Private in Israeli Holocaust Education and Commemoration; The Holocaust in Israeli Education; Methodology; Attitudes toward the Holocaust and Holocaust Education: Seeing Them Chronologically; Analysing Knowledge
The Ontological LevelPublic Rejection: 1943-1961; Public Recognition: 1961-1980; Construction: 1980-2000; Deconstruction: 2000-Present; From the Ontological Level to the Epistemological; The Holocaust and Jewish Identity; Dilemmas Accompanying Holocaust Education; Particularism versus Universalism; Selectivity versus a Holistic Approach to Jewish History; Religious versus Secular; Israel versus the Diaspora; Major Educational and Methodological Challenges; Emotional Identification with the Victims; Mimetic versus Transformative Learning
Focusing on History or on the Lessons of History? What Does Human Rights Education in Holocaust Education Mean?; Learning about Human Rights in the Context of Holocaust Education; Learning for Human Rights in the Context of Holocaust Education; Learning within Human Rights in the Context of Holocaust Education; Can, and Should, Teaching about the Holocaust be a Tool for Human Rights Education?; Further Challenges; Reinforce Links to Neighbouring Topics; Reach out to New Target Groups; Develop Experimental Joint Projects to Bring Together Both Fields; Conclusions; References
Shoah, Antisemitism, War and Genocide: Text and ContextLearning from Eyewitnesses: Examining the History and Future of Personal Encounters with Holocaust Survivors and Resistance Fighters; Introduction; Pride and Shame; Jewish Voices; From Avoiding Emotion to Embracing Emotion; Guest Speakers in Schools; Collaborators and Perpetrators; The 1990s: War Returns to Europe; National Self-Image and the Shoah; Less Lecture, More Discussion; References; Teaching about and Teaching through the Holocaust: Insights from (Social) Psychology; Introduction
Teaching about and through the History of the Holocaust Anne Frank's Insight; Failing to Empathise; Social Conformity and Social Norms; Conclusions and Discussion; References; Part III: Reckoning with the Holocaust in Israel, Germany and Poland; Between Involuntary and Voluntary Memories: A Case Study of Holocaust Education in Israel; The Personal, the Public and the Private in Israeli Holocaust Education and Commemoration; The Holocaust in Israeli Education; Methodology; Attitudes toward the Holocaust and Holocaust Education: Seeing Them Chronologically; Analysing Knowledge
The Ontological LevelPublic Rejection: 1943-1961; Public Recognition: 1961-1980; Construction: 1980-2000; Deconstruction: 2000-Present; From the Ontological Level to the Epistemological; The Holocaust and Jewish Identity; Dilemmas Accompanying Holocaust Education; Particularism versus Universalism; Selectivity versus a Holistic Approach to Jewish History; Religious versus Secular; Israel versus the Diaspora; Major Educational and Methodological Challenges; Emotional Identification with the Victims; Mimetic versus Transformative Learning