• Keine Ergebnisse gefunden

Holocaust education – universal topics

N/A
N/A
Protected

Academic year: 2022

Aktie "Holocaust education – universal topics"

Copied!
2
0
0

Wird geladen.... (Jetzt Volltext ansehen)

Volltext

(1)

Holocaust education – universal topics

• Confronting various perceptions regarding the Holocaust and its contemporary meanings.

• The ramifications of the Holocaust for Jewish and Israeli society today.

• The collapse of democracy in Germany, 1933: Why did such an enlightened nation give up its freedom?

• The three power instruments of Nazi dictatorship: legislation, propaganda and terror. What can we learn from that experience in regards to anti-democratic parties at present?

• Conformity and obedience as psychological facilitators to totalitarian regimes - and the essence of pluralism to democracy.

• The pseudo-scientific foundations of Nazi racialist theory – and its present dangers in a multicultural world.

• Racism – a political, psychological and sociological phenomenon: what are its roots, how can a democratic society combat it?

• "Hate-ducation' (hate education): How did the Nazis mobilize Hate to their purposes? How is this done today around the world?

• Manifestations of racism, anti-Semitism and xenophobia in the world around us.

• The process that led from racialist theory to practice of genocide.

• The Death Industry of the concentration and extermination camps, as an instrument to erase the humanity of its objects.

• Psychological and social mechanisms that transform ordinary individuals to mass- murderers.

• "Ordinary men" vs. "Ordinary Germans" - Browning Vs. Goldahgen on the explanation to the Nazism: Could it happen anywhere else?

• The person under the uniforms: what does the uniform do to the person? What are our moral expectations from a soldier?

• Who is "Man"? What does it mean "to be Human"? Analytical reading of post- Holocaust literature.

• The Rightous Among the Nations: an exceptional form of behaviour in the Holocaust – what lessons can we derive from it?

(2)

• The bystanders: on the natural tendency to not get involved – and the need to confront it.

• "Never Again"? Genocide after and in spite of Auschwitz: why does it still happen? What can we do to prevent it?

• Holocaust and Memory: Holocaust denial; privatization of the Holocaust; A Jewish story, or a universal one?; Holocaust and politics; the role of the Holocaust in war and peace in the Middle-East.

Referenzen

ÄHNLICHE DOKUMENTE

In Österreich wurde diese Ausstellung im Auftrag des Bundesministeriums für Bildung und Frauen ins Deutsche übersetzt und mit Unter- stützung durch den Nationalfonds für die Opfer

The seminar offers a condensed historical overview of the Holocaust by Bullets – a lesser-known chapter of Holocaust history – and provides teachers with practical educational

Every year since 2011, Yahad-In Unum, in partnership with the Mémorial de Caen, invites European history teachers to participate in a three-day training seminar on.. “The Holocaust

SF1: fortunately, many survivors visit schools annualiv and survivors and teachers meet at the annual sem inar for contemporarv witnesses to the Holocaust that is offered by my

Auschwitz steht symbolhaft für millionenfachen Mord - vor allem an Juden, aber auch an anderen Volksgruppen3. Es steht für

Da Museumsbesuche und andere Führungen Teil des Geschichtsunterrichts sind, finde ich es elementar, dass zukünftige Lehrpersonen die Möglichkeit bekommen, selbst durch eine

 Lernräume schaffen, in denen diese Themen (bzw. Konzepte) differenziert und erweitert werden können (historisches und politisches Lernen).  selbsttätiges Lernen ermöglichen

Erstens begegnen die Lernenden dem Universum des Historischen, bekommen Einblicke in die Vergangenheit, bauen geschichtliches Wissen auf und lernen, kompetent mit