Challenging Dutch holocaust education: towards a curriculum based on moral choices and empathetic capacity
Ethics and Education 3 (1):57-74 (2008)
|Abstract||We analyse the way in which the Holocaust is taught in The Netherlands, with an emphasis on critically examining the content of secondary school textbooks used to teach Dutch students about the history of the Holocaust. We also interview Dutch educators, government officials and academics about the state of Dutch Holocaust education. Our findings indicate that Dutch students are underexposed to the Holocaust and lack basic knowledge and conceptual understanding of it. Fundamental concerns regarding the civic obligations of citizens in a democracy and basic principles of human rights that are raised by the history of the Holocaust in The Netherlands are often ignored or examined superficially, sometimes because of ambivalence about the extent of Dutch involvement in the genocide of Dutch Jewry. Little attention is paid to the complex moral choices that Dutch citizens faced during the Second World War and the life-or-death implications such decisions had for Dutch Jews. Finally, Jewish history and culture and the history of European anti-Semitism are rarely addressed in textbooks and history lessons about the Holocaust, undermining efforts to sensitise students to the implications of the Holocaust for The Netherlands and for Europe as a whole. In our conclusion, we offer some models of Holocaust education that could significantly improve the quality and content of Dutch Holocaust education|
|Keywords||No keywords specified (fix it)|
|Through your library||Configure|
Similar books and articles
Timothy M. Costelloe (2003). The Invisibility of Evil: Moral Progress and the 'Animal Holocaust'. Philosophical Papers 32 (2):109-131.
David E. Beard (2000). “Rhetorical Criticism, Holocaust Studies, and the Problem of Ethos” (A Reply to “Ethos, Witness, and Holocaust ‘Testimony’”]. JAC 20 20:949-956.
Langha de Mey & Hans‐J. Schulze (1996). Indoctrination and Moral Reasoning: A Comparison Between Dutch and East German Students. Journal of Moral Education 25 (3):309-323.
Karen Davis (2005). The Holocaust and the Henmaid's Tale: A Case for Comparing Atrocities. Lantern Books.
David Patterson (2008). Emil L. Fackenheim: A Jewish Philosopher's Response to the Holocaust. Syracuse University Press.
Geoffrey Short (1999). Antiracist Education and Moral Behaviour: Lessons From the Holocaust. Journal of Moral Education 28 (1):49-62.
Paul L. van der Plas (1985). Moral Education in Holland. Journal of Moral Education 14 (2):111-119.
Ilan Gur‐Ze'ev (1998). The Morality of Acknowledging/Not‐Acknowledging the Other's Holocaust/Genocide. Journal of Moral Education 27 (2):161-177.
Added to index2010-07-12
Total downloads4 ( #178,434 of 548,979 )
Recent downloads (6 months)1 ( #63,511 of 548,979 )
How can I increase my downloads?