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- W336782098 abstract "I WONDER ABOUT THIS WORD—transformative—which has saturated the recent literature on educational theory.2 As teachers, most of us hope to make a difference in the lives of our students, but whether we accomplish this with any regularity is often left unclear. With a topic like the Holocaust, the stakes are greatly raised. If we fail to reach our students on this subject, where extreme violence unfolded in an atmosphere of intense moral uncertainty, then what chance do we have of helping them recognize the urgency of such moral choices in their own lives? By submerging our students in the horrors of the Holocaust, do we risk hardening them against the moral insights which can arise from historical contemplation? To address these questions, I want to start with an anecdote from the classroom, since much of my thinking here follows from this incident. This exchange occurred in 2008, as I was winding down my first-ever undergraduate course on the Holocaust. Coming to the end of a long unit on the roles of perpetrators, victims, and bystanders, I evidently surprised a few students when I moved the discussion to the topic of Darfhr. Drawing on several scenes from Claude Lanzmann's film, Shoah (1985), I asked students whether, or to what extent, they felt implicated in the violence emanating from Khartoum. Does our passivity create an atmosphere in which the killing is condoned? Have some of us adopted a stance similar" @default.
- W336782098 created "2016-06-24" @default.
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- W336782098 date "2012-02-01" @default.
- W336782098 modified "2023-09-26" @default.
- W336782098 title "Toward a Philosophy of Holocaust Education: Teaching Values without Imposing Agendas" @default.
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