To browse Academia. This study investigates the Ottoman government's ethnic cleansing policies in the Diyarbekir province from to during the time of the Committee of Union and Progress. It highlights the direct role of Dr. Mehmed Reşid in orchestrating mass deportations and genocidal acts against ethnic communities. By examining local memories, historical accounts, and denialist narratives, the research brings attention to the complex dynamics of genocide and the importance of remembering and confronting these historical injustices. This second volume of Prospects' double issue on Holocaust education continues to reflect its authors' practical and intellectual engagement with the implications of Holocaust education for human rights, multicultural, peace, and civic education. The volume opens with a powerful Viewpoint authored Newcastle-upon-tyne Hotel Escort Yehuda Bauer, a leading historian and scholar of the Holocaust. He takes a stand on a debated issue, often in implicit dialogue with other scholars, by strongly arguing against the equation between Stalinism and Nazism. Bauer appeals to historical facts to define the Holocaust as ''the Newcastle-upon-tyne Hotel Escort extreme case embedded in a Nazi genocidal policy'' and one that should never be repeated. The title of his Viewpoint, ''Understanding Holocaust: Some problems for educators'', bears indirectly on the complexity of the Holocaust education field and hints at the inherent difficulties that affect the relationship between Newcastle-upon-tyne Hotel Escort policies and practices worldwide. Voiced in this volume are critical issues relevant to educators' approaches to Holocaust education, including the relationship between pedagogical intentions and classroom interaction, developing civic leaders through experiential learning, Holocaust remembrance and human rights education, positive values and gender in relation to Holocaust education, measuring knowledge of the Holocaust, and perceptions of justice emerging in cross-cultural discussions about the meaning of the Holocaust. This book is a collection of Newcastle-upon-tyne Hotel Escort scholarly articles which analyze Holocaust testimonies, photographs, documents, literature and films, as well as teaching methods in Holocaust education. Most of these essays were originally presented as papers at the Millersville University Conferences on the Holocaust and Genocide from to The authors analyze the reliability of photographic evidence and eyewitness testimonies about the Holocaust. The essays also describe the psychological impact of the Holocaust on survivors, witnesses and perpetrators, and upon Jewish identity in general after the Second World War. The scholars explore the problems of the memorialization of the Holocaust in the Soviet Union and the description of the Holocaust in Russian literature. Several essays are devoted to the representation of the Holocaust in film, and trace the evolution of its depiction from the early Holocaust movies of the late s — early s to modern Holocaust fantasy films. They also show the influence of Holocaust cinema on feature films about the Armenian Genocide. Lastly, several authors propose innovative methods of teaching the Holocaust to college students. The younger generation of students may see the Holocaust as an event of the distant past, so new teaching methods are needed to explain its significance. This collection of essays, based on new multi-disciplinary research and innovative methods of teaching, opens many unknown aspects and provides new perspectives on the Holocaust. The review study deals with the presentation of methods of acquainting pupils and students with the Shoah events at various levels of institutional education. Based on the opinions and positions of leading experts on the subject, we summarize the most important methods in the field. In the introduction we present the importance of one line of the events of World War II in the 21st century world: the defined phenomenon can be perceived as a warning against certain forms of stigmatization, ostracism or as a warning against the need to protect democratic political order. In the paper we define the terms Shoah, Holocaust, anti-Semitism and racism. We also deal with the Israeli public schools in the area of teaching about the Shoah, with the curricular anchorage of the terms Shoah and Holocaust and with the potential of Literary Education in the field of Shoah presentation. We believe that the educational system of the Jewish state can be a model in the area of implementation of the defi If we accept Theodor Adorno's assertion that 'the premier demand upon all education is that Auschwitz not happen again,' 1then we will be bound to agree with Tony Judt's statement: that 'the history of Europe's brutal past must not simply be memorialized, but be taught again " afresh with each passing generation. The resources vital for the transmission of a refreshed understanding of the history of the Holocaust will incorporate appropriate new scholarship and interpretations. A recent shift in perspective of understanding nineteenth and early twentieth century German history comes from the expansion of our vision from both the national and European context to a global one, bearing in mind that in addition to her ambition for major expansion into Europe3, 'by Germany had a fully fledged overseas empire,' 4which they administered with a harshness notable even in the context of the behavior of other colonial powers of that time, such as the Belgians in the Congo. The genocidal mentality fostered by Prussian understanding of war as the complete destruction of enemy forces helped lead the Germans to respond to unrest and insurrection in Tanganyika during the Maji-Maji uprising with a ruthlessness that led to Newcastle-upon-tyne Hotel Escort death ofIn Namibia, their treatment of the Herero and Nama peoples was even worse, meeting out death by expulsion, starvation and disease; and administering the colony under an apartheid system that forbade racial mixing, and. The International Journal of Humanities Education, Based on a document study of children's drawings from the Terezin concentration camp, and research into the Holocaust and pedagogy for presenting difficult issues to children, this paper presents a strategy for teachers to introduce the Holocaust to students in the middle school years of Grades 6 to We begin with a discussion about how to introduce sensitive historical material, such as the Holocaust, to young children.
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