Search results for: Holocaust education
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Following their Voices – Teaching the Holocaust with Witness Testimonies in the 21st Century – An International Seminar
The MOFET Institute and The Massuah Institute for Holocaust Studies are convening an international seminar on Teaching the Holocaust with Witness Testimonies in the 21st Century on June 16-17, 2015. The seminar will examine different approaches to teaching the Holocaust while integrating the voices of witnesses to the Holocaust through the use of methods adapted from various disciplines (history, cinema, arts, literature, etc.)
Updated: May. 06, 2015
The Holocaust Education Video Toolbox is designed to help educators teach the Holocaust. The focus is on methodological and pedagogical suggestions that aid with this often daunting task, as well as practical materials and discussion points for classrooms and groups - hence the name, Video Toolbox. In choosing the various topics, we have drawn on our experience with a global audience of teachers at the International School for Holocaust Studies at Yad Vashem.
Updated: Apr. 29, 2015
Teaching Traumatic History to Young Children: The Case of Holocaust Studies in Israeli Kindergartens
Recently, the Israeli Ministry of Education initiated a mandatory nationwide curriculum for Jewish kindergarten children focusing on the study of the Holocaust. This initiative raises general questions regarding the inclusion of sensitive historical issues in curricula for young children. In this article, we use the new Holocaust curriculum as an instructive case through which to address the broader questions about what might constitute an appropriate and acceptable curriculum in early childhood.
Updated: Mar. 04, 2015
The present study is a comparative analysis of two Jewish educators, well known figures before the Second World War, who responded in opposite ways to the same historical reality of oppression by choosing different avenues of resistance. The first figure is the world-renowned educator, paediatrician and children’s book writer Janusz Korczak. The second is the Bible teacher, Hebrew and Yiddish poet, Yitzhak Katzenelson. This comparison touches the very essence of an educator’s identity; it forces us to ask ourselves how we view educators. Do we see them as civil servants who obediently transfer the commonly accepted knowledge of their society to future generations or do we expect them to resist evil and lead their society to a better reality?
Updated: Feb. 12, 2015
In January 25, 2015, the 70 Days for 70 Years project will begin worldwide, marking the 70th anniversary of the liberation of Auschwitz, engaging hundreds of thousands of Jews in an uplifting educational and memorial programme across the globe Participants can obtain a copy of a specially published book of 70 inspirational essays written by internationally renowned educators, historians and scholars ( or view them on the project website) - to be read, one a day. In addition, each participant will receive a memorial card giving the details of one victim of the Holocaust who they will learn in memory of (information provided by Yad Vashem).
Updated: Feb. 05, 2015
Teaching the Legacy #32 - e-Newsletter for Holocaust Educators – Lodz: A Topography of Life and Death in the Ghetto 70 Years After Its Liquidation
The 32nd issue of Teaching the Legacy, e-newsletter for Holocaust Educators has just been released. This year marks 70 years since the liquidation of the Lodz ghetto. As such, we have dedicated this newsletter to life and death in that ghetto, 70 years after its liquidation. The Lodz ghetto was unique because it was one of the first ghettos to be established and it was created to be temporary, yet it existed longer than any other ghetto in Europe. It was the very last ghetto to be liquidated, in the summer of 1944.
Updated: Jan. 28, 2015
Synthesizing Durkheim’s notion of “sacred symbol” with Walter Benjamin’s theorization of “authenticity,” this paper proposes the theoretical construct, “authentic symbol,” to account for the symbolic function of Holocaust relics in contemporary Holocaust pilgrimage. The symbolic function of four kinds of relics (the sites, witness/survivors, human bodily remains and accessories) is examined and compared in three different contexts.
Updated: Jan. 28, 2015
JETS Israel has created a class on the teaching the Holocaust. Entitled 'Remembering and Rebuilding', the online course links the Holocaust with the establishment of the State of Israel. Students become familiar with aspects of both events as they examine the importance of remembering the Holocaust in order to create better, more meaningful lives in the present and build for the future. Every aspect of the course is designed to make the holocaust meaningful as the students develop a personal connection to the Holocaust era and to people who perished as well as to those who survived.
Updated: Jan. 04, 2015
This past week, CASJE (the Consortium for Applied Studies in Jewish Education), in conjunction with The Jewish Education Project, brought together experts across disciplines to tackle this important question. I was surprised, especially given recent events, how many of the panelists adopted positions that relativized and even minimized the importance of antisemitism in contemporary Jewish Education. I have embedded their conversation below and I am curious if readers agree with their analysis.
Updated: Jan. 04, 2015
Teachers’ beliefs regarding civil sanctity were studied in the context of their pedagogical activities regarding two Israeli national memorial days ‐ Yitzhak Rabin Memorial Day and Holocaust Remembrance Day. Interviews were conducted with 30 educators in six secular and six religious junior high schools with diverse populations and 12 memorial ceremonies were observed. Teachers’ beliefs regarding civil sanctity were revealed. These include the relationship between civil and religious sanctity, how sanctity is represented pedagogically, the existence of hierarchies of sanctity in schools and processes of sanctification and desanctification in schools.
Updated: Oct. 07, 2014