Catalogue


Testimony, tensions, and tikkun : teaching the Holocaust in colleges and universities /
edited and introduced by Myrna Goldenberg and Rochelle L. Millen.
imprint
Seattle : University of Washington Press, c2007.
description
xii, 328 p.
ISBN
0295986875 (hardback : alk. paper), 9780295986876 (hardback : alk. paper)
format(s)
Book
Holdings
More Details
imprint
Seattle : University of Washington Press, c2007.
isbn
0295986875 (hardback : alk. paper)
9780295986876 (hardback : alk. paper)
catalogue key
6198975
 
Includes bibliographical references and index.
A Look Inside
Excerpts
Flap Copy
The Holocaust was a cataclysmic upheaval in politics, culture, society, ethics, and theology. The very fact of its occurrence has been forcing scholars for more than sixty years to assess its impact on their disciplines. Educators whose work is represented in this volume ask their students to grapple with one of the grand horrors of the twentieth century and to accept the responsibility of building a more just, peaceful world (tikkun olam).
Reviews
Review Quotes
One of the strengths of this book is its scope, which invites the reader into a discussion of how to integrate the Holocaust into a range of subjects in different settings. What is most significant about the volume, however, is that the essays were written not from the vantage point of the ivory tower, but from the ground of teaching.-Rachel N. Baum, University of Wisconsin-Milwaukee
"One of the strengths of this book is its scope, which invites the reader into a discussion of how to integrate the Holocaust into a range of subjects in different settings. What is most significant about the volume, however, is that the essays were written not from the vantage point of the ivory tower, but from the ground of teaching." Rachel N. Baum, University of Wisconsin-Milwaukee"The book is unfailingly interesting." Michael Berenbaum, Sigi Ziering Institute, University of Judaism
The book is unfailingly interesting.-Michael Berenbaum, Sigi Ziering Institute, University of Judaism
This item was reviewed in:
Reference & Research Book News, November 2007
To find out how to look for other reviews, please see our guides to finding book reviews in the Sciences or Social Sciences and Humanities.
Summaries
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Long Description
The Holocaust was a cataclysmic upheaval in politics, culture, society, ethics, and theology. The very fact of its occurrence has been forcing scholars for more than sixty years to assess its impact on their disciplines. Educators whose work is represented in this volume ask their students to grapple with one of the grand horrors of the twentieth century and to accept the responsibility of building a more just, peaceful world (tikkun olam). They acknowledge that their task as teachers of the Holocaust is both imperative and impossible; they must teach something that cannot be taught, as one contributor puts it, and they recognize the formidable limits of language, thought, imagination, and comprehension that thwart and obscure the story they seek to tell. Yet they are united in their keen sense of pursuing an effort that is pivotal to our understanding of the past-and to whatever prospects we may have for a more decent and humane future. A Holocaust course refers to an instructional offering that may focus entirely on the Holocaust; may serve as a touchstone in a larger program devoted to genocide studies; or may constitute a unit within a wider curriculum, including art, literature, ethics, history, religious studies, jurisprudence, philosophy, theology, film studies, Jewish studies, German studies, composition, urban studies, or architecture. It may also constitute a main thread that runs through an interdisciplinary course. The first section of Testimony, Tensions, and Tikkun can be read as an injunction to teach and act in a manner consistent with a profound cautionary message: that there can be no tolerance for moral neutrality about the Holocaust, and that there is no subject inthe humanities or social sciences where its shadow has not reached. The second section is devoted to the process and nature of students' learning. These chapters describe efforts to guide students through terrain that hides cognitive and emotional land mines. The authors examine their responsibility to foster students' personal connection with the events of the Holocaust, but in such a way that they not instill hopelessness about the future. The third and final section moves the subject of the Holocaust out of the classroom and into broader institutional settings-universities and community colleges and their surrounding communities, along with museums and memorial sites. For the educators represented here, teaching itself is testimony. The story of the Holocaust is one that the world will fail to master at its own peril. The editors of this volume, and many of its contributors, are members of the Pastora Goldner Holocaust Symposium. Led since its founding in 1996 by Leonard Grob and Henry F. Knight, the symposium's scholars-a group that is interfaith, international, interdisciplinary, and intergenerational-meet biennially in Oxfordshire, England. Contributors include Beth Hawkins Benedix, Timothy A. Bennett, David R. Blumenthal, Stephen Feinstein, Donald Felipe, Leonard Grob, Marilyn J. Harran, Henry F. Knight, Paul A. Levine, Juergen Manemann, Rachel Rapperport Munn, Tam Parker, David Patterson, Didier Pollefeyt, Amy Shapiro, Stephen D. Smith, and Laurinda Stryker.
Main Description
The Holocaust was a cataclysmic upheaval in politics, culture, society, ethics, and theology. The very fact of its occurrence has been forcing scholars for more than sixty years to assess its impact on their disciplines. Educators whose work is represented in this volume ask their students to grapple with one of the grand horrors of the twentieth century and to accept the responsibility of building a more just, peaceful world (tikkun olam). They acknowledge that their task as teachers of the Holocaust is both imperative and impossible; they must "teach something that cannot be taught," as one contributor puts it, and they recognize the formidable limits of language, thought, imagination, and comprehension that thwart and obscure the story they seek to tell. Yet they are united in their keen sense of pursuing an effort that is pivotal to our understanding of the past-and to whatever prospects we may have for a more decent and humane future. A "Holocaust course" refers to an instructional offering that may focus entirely on the Holocaust; may serve as a touchstone in a larger program devoted to genocide studies; or may constitute a unit within a wider curriculum, including art, literature, ethics, history, religious studies, jurisprudence, philosophy, theology, film studies, Jewish studies, German studies, composition, urban studies, or architecture. It may also constitute a main thread that runs through an interdisciplinary course.The first section of Testimony, Tensions, and Tikkun can be read as an injunction to teach and act in a manner consistent with a profound cautionary message: that there can be no tolerance for moral neutrality about the Holocaust, and that there is no subject in the humanities or social sciences where its shadow has not reached. The second section is devoted to the process and nature of students' learning. These chapters describe efforts to guide students through terrain that hides cognitive and emotional land mines. The authors examine their responsibility to foster students' personal connection with the events of the Holocaust, but in such a way that they not instil hopelessness about the future. The third and final section moves the subject of the Holocaust out of the classroom and into broader institutional settings-universities and community colleges and their surrounding communities, along with museums and memorial sites. For the educators represented here, teaching itself is testimony. The story of the Holocaust is one that the world will fail to master at its own peril. The editors of this volume, and many of its contributors, are members of the Pastora Goldner Holocaust Symposium. Led since its founding in 1996 by Leonard Grob and Henry F. Knight, the symposium's scholars - a group that is interfaith, international, interdisciplinary, and intergenerational - meet biennially in Oxfordshire, England.
Table of Contents
Course contentp. 21
Uses of the arts in the classroom : an unexpected alternativep. 26
History, memory, and the city : case study - Berlinp. 53
Looking for words : teaching the Holocaust in writing-intensive coursesp. 65
Teaching business ethics and the Holocaustp. 83
Teaching the Holocaust : the ethics of "witness" historyp. 103
From archive to classroom : reflections on teaching the history of the Holocaust in different countriesp. 116
Teaching as testimony : pedagogical peculiarities of teaching the Holocaustp. 134
Histories : betrayed and unfulfilledp. 148
Cross-disciplinary notes : four questions for teaching the Shoahp. 160
Developing criteria for religious and ethical teaching of the Holocaustp. 172
The process and nature of student learningp. 189
Students' affective responses to studying the Holocaust : pedagogical issues and an interview processp. 193
Keeping the faith : exploring the Holocaust with Christian studentsp. 209
Teaching theology after Auschwitz : a political-theological perspectivep. 221
Progress and process : higher education, museums, and memorialsp. 235
The tensions of teaching : truth and consequencesp. 237
An unlikely setting : Holocaust education in Orange Countyp. 249
The importance of teaching the Holocaust in community colleges : democratizing the study of the Holocaustp. 260
Teaching about the Holocaust in the setting of museums and memorialsp. 271
Dialogue at the threshold : the pastora goldner Holocaust symposium and the work of Tikkun Olamp. 284
Table of Contents provided by Blackwell. All Rights Reserved.

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