 |
|||||||||
     |
|||||||||
 |
|||||||||
| You are here: 2000 / Workshops, Panels and Seminars / Workshops on Education / Workshop 1 on Education, "Pedagogy: Theories, Tools and Results" / Presentation by Mr. Christer Mattsson | |||||||||
|
|||||||||
|
Participants Countries and organizations Conference documentation Conference programme 
|
|
|
|
Report from Workshop 1 on Education: "Pedagogy: theories, tools and results" Presentation by Dr. Ido Abram Presentation by Dr. William R. Fernekes Presentation by Dr. Jacqueline Giere Presentation by Dr. Nili Keren Presentation by Mr. Christer Mattsson Presentation by Dr. Geoffrey Short Presentation by Ped. Director Shulamit Imber Presentation by Mr. Christer Mattsson Mattsson, Christer Presentation by Mr. Christer Mattsson I will in my presentation discuss the advantage and problem in using the Holocaust as a framework for discussions concerning democratic values in the present. In order to do this I will depart from the three general didactic questions: There are three general didactic questions that every teacher must ask them self. Why shall I teach? – The question of legitimisation. What shall I teach? – The question of selection. How shall I teach it? – The question of communication. It seems as if the last question always gets the most attention during national and international educational conferences in discussions about different curriculum’s and syllabuses. Though it is very important too develop the pedagogic skills we must sometimes hold back and discuss the foundation for all education. This might seem a little odd when we are approaching Holocaust education which is a very specific topic. But from my point of view, it is a topic that must fit in with the educational system as a hole. Adorno stressed as early as 1966 that the main purpose by all education is to prevent another Auschwitz. If we consider Holocaust education from that perspective then it must be a topic that concern more people than those who teach history. The awareness of the mechanism that led to Auschwitz is a lesson that should concern every single citizen. What is the use of an outstanding educational workmanship in teaching about the Holocaust if the rest of the educational system is total unaware of the educational goal to prevent another Auschwitz? What is the use of an outstanding educational progress in teaching about the Holocaust if it isn’t connected to our present world? There is no doubt that a lot of the mechanisms that led to Auschwitz still are present in our modern society. One point is that one can use the Holocaust as starting point for developing understanding for critical thinking and a emotional and a cognitive reflection over the need for autonomy. The impact of the surrounding context All teaching takes its starting point out of a selection. As a teacher you have several different goals that must be achieved, and it is up to you to find a pathway to achieve them. It is quite obvious that different countries have different ways to govern their schools, and there is also big differences between different levels of education. Therefor it is quite difficult to talk about Holocaust education in an international connection. It seems as if the Holocaust is something that is dealt with from two different standpoints, in the first it is a topic that is its own goal and in the second it is a subject that is used as a framework to illustrate something else. From an educational point of view you can approach the Holocaust from a lot of different starting points and of course have at least as many ending points. Therefor it is possible that it is only at the surface that it looks as if different teacher in different contexts are working with the same subject. The national and educational context is of decisive importance for the understanding of Holocaust education. In order to make a correct judgement over a teachers work with the Holocaust you will have to know how she or he made the original selection of contents that led to some form of holocaust education. When we talk about Holocaust education today it is obvious that we mingle all kind of educational approaches which often ends up in pointless discussion whether the Holocaust was unique or not or from what age it is suitable to start Holocaust education. Every educator has his or her own relation to this specific topic which is a result from the surrounding environment. It is quite natural that the perspective on Holocaust education is different between Israel and Sweden for instant. This is not strange nor is it bad thou it is a result of practical experiences and heritage. This doesn’t mean that we can’t learn from each other, on a contrary this is one of the main reason why we have much to learn from each other. But we must look beyond the discussions about different curriculum’s and start to talk about what make Holocaust education relevant in different contexts and most of all what we really want to achieve with an exchange. >> Back to top |
|
|
|
Introduction Opening Session: Messages and speeches Plenary Sessions: Messages and speeches Workshops, Panels and Seminars
Other Activities |
|
|||||||||
|
|||||||||
| For information about this production and the Stockholm International Forum Conference Series please go to www.humanrights.gov.se or contact Information Rosenbad, SE-103 33 Stockholm, Sweden | |||||||||