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Teaching the Holocaust

The American Academic Setting
  • Rachel Feldhay Brenner
Chapter

Abstract

In his 1982 article ‘Academia and the Holocaust’, which discusses the importance of ethics in university education, Alan Berger makes a poignant observation: ‘Ideally, education is training in human potential and responsibility… Practically speaking, the question is: What is the relationship between teaching and being human?… The dissonance between what is taught and the world we live in seems overwhelming.’1

Keywords

Literary Text Education Teaching Holocaust Survivor Holocaust Pedagogy Loving Kindness 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Notes

  1. 1.
    Alan L. Berger, ‘Academia and the Holocaust’, Judaism, 31/2 (Spring 1982): 169.Google Scholar
  2. 2.
    Shoshana Felman and Dori Laub, Testimony: Crises of Witnessing in Literature, Psychoanalysis, and History (New York: Routledge, 1992), 47. (Italics in the text.)Google Scholar
  3. 7.
    Alvin H. Rosenfeld, The Americanization of the Holocaust, David W. Belin Lecture in American Jewish Affairs (Ann Arbor: Jean and Samuel Frankel Center for Judaic Studies, The University of Michigan, 1995), 8, 9.Google Scholar
  4. 8.
    Yehuda Bauer, ‘Daniel Godhagen’s View of the Holocaust’, Hyping the Holocaust: Scholars Answer Godhagen, ed. Franklin H. Littel (East Rockaway: Cummings & Hathaway, 1997), 71.Google Scholar
  5. 11.
    Eva Fleischner, ‘The Door that Opened and Never Closed: Teaching the Shoah,’ Front the Unthinkable to the Unavoidable: American Christian and Jewish Scholars Encounter the Holocaust, ed. Carol Rittner and John K. Roth (Westport: Praeger, 1997), 19–31.Google Scholar
  6. 18.
    Richard Rubenstein, The Cunning of History (New York: Harper Colophon Books, 1978), 67.Google Scholar
  7. 20.
    James E. Young, Writing and Rewriting of the Holocaust: Narrative and the Consequences of Interpretation (Bloomington: Indiana University Press, 1988), 20–21.Google Scholar
  8. 22.
    See, for instance, Claudia Koonz, Mothers in the Fatherland (New York: St. Martin’s Press, 1987).Google Scholar
  9. Sybil Milton, ‘Women and the Holocaust: The Case of German and German Jewish Women’, Different Voices: Women and the Holocaust, eds. Carol Rittner and John K. Roth (New York: Paragon House, 1993): 213–250.Google Scholar
  10. 24.
    See, for instance, Marlene E. Heinemann, Gender and Destiny: Women Writers and the Holocaust (New York: Greenwood Press, 1986) andGoogle Scholar
  11. Myrna Goldenberg, ‘Different Horrors, Same Hell: Women Remembering the Holocaust’, Thinking the Unthinkable: Meanings of the Holocaust, ed. Roger S. Gottlieb (New York: Paulist Press, 1990): 150–167.Google Scholar
  12. 25.
    Sarah R. Horowitz, ‘Women Survivor’s of Nazi Genocide’ Women of the World: Jewish Women and Jewish Writing, ed. Judith R. Baskin (Detroit: Wayne State University Press, 1994), 280.Google Scholar
  13. 27.
    Norman N. Holland, Poems in Persons: An Introduction to the Psychoanalysis of Literature (New York: Columbia University Press, 1989), 146.Google Scholar
  14. 30.
    Wolfgang Iser, The Implied Reader: Patterns of Communication in Prose from Bunyan to Beckett (Baltimore: The Johns Hopkins University Press, 1974), 290.Google Scholar
  15. 33.
    Hans Robert Jauus, ‘The Identity of the Poetic Text in the Changing Horizon of Understanding’, Identity of the Literary Text, eds. Mario J. Valdés and Owen Miller (Toronto: University of Toronto Press, 1985), 147.Google Scholar
  16. 36.
    Emil. L. Fackenheim, To Mend the World: Foundations of Post-Holocaust Jewish Thought (Bloomington: Indiana University Press, 1994), 248.Google Scholar

Copyright information

© Palgrave Macmillan, a division of Macmillan Publishers Limited 2001

Authors and Affiliations

  • Rachel Feldhay Brenner

There are no affiliations available

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