Language:
German
Year of publication:
2005
Titel der Quelle:
Freiburger Rundbrief; Zeitschrift für christlich-jüdische Begegnung
Angaben zur Quelle:
12,3 (2005) 196-205
Keywords:
Holocaust, Jewish (1939-1945) Influence
;
Holocaust, Jewish (1939-1945) Study and teaching
Abstract:
Discusses Holocaust education in Germany in light of Adorno's categoric imperative that it must create an enlightened climate which would prevent Auschwitz from happening again. Emphasizes that learning about the Holocaust may evoke emotions which lead to irrationality and guilt, unless they are elucidated. A German study shows that Holocaust education leads to the mythologization of Hitler by the students, who find him fascinating and intelligent, albeit evil. Teachers unconsciously react by providing more facts instead of dealing with the emotional responses. Based on a German-Israeli study, distinguishes five types of student responses: rejection of the shadows and consequences of history, repression or rationalization of perplexity, depressed suffering under the weight of memory, partial resistance and overcoming of conflict, and constructive appropriation and integration of the shadows of history. Concludes that the preferred, fifth response to Holocaust education may be promoted if pedagogy takes debasement of others as its starting point and places it at the center of reflection. Mindful history remembers the suffering of the victims.
URL:
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