Journal of Moral Education 27 (2):161-177 (1998)

Abstract The issue of producing and controlling the memories of the Holocaust is evaluated in this paper as a valid universal example of the struggle over self?identity and the recognition of ?the other? as a moral subject. The normal realisation of morality is presented as part of the denial of the other's identity, knowledge and value. The dialectics of the memories of the Holocaust and the possibility of a non?violent moral education is examined by questioning its treatment of the suffering of ?others? in the Israeli arena. The author concedes that practising the Holocaust, denying the Holocaust and refusing to recognise the genocides/holocausts of other peoples do differ, but maintains that they are to be evaluated as moral stages of one and the same level. The Israeli refusal to acknowledge the genocides/holocausts of other peoples is analysed as a testcase for the possibility of a humanist?orientated moral education today
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DOI 10.1080/0305724980270203
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Philosophy of Peace Education in a Postmodern Era.Ilan Gur-Ze'ev - 2001 - Educational Theory 51 (3):315-336.
Martin Buber’s Myth of Zion: National Education or Counter-Education?S. Breslauer - 2016 - Studies in Philosophy and Education 35 (5):493-511.
Beyond the Destruction of the Other's Collective Memory.Ilan Gur-Ze'ev & Ilan Pappé - 2003 - Theory, Culture and Society 20 (1):93-108.
Critical Education in Cyberspace?Ilan Gur‐Ze'ev - 2000 - Educational Philosophy and Theory 32 (2):209–231.
Holocaust Remembrance and Education in the State of Israel 1948–2000.Birgitte Enemark - 2001 - Nordisk judaistik/Scandinavian Jewish Studies 22 (2):107-130.

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