Empirical and Normative Foundations of Holocaust education: Bringing research and advocacy into dialogue

Stevick, E. Doyle; Michaels, Deborah L.

doi:10.1080/14675986.2013.793025

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Advocacy Versus Research1

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2015

2022

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Cited by 19 publications

(2 citation statements)

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“…And certainly normative concerns shape the curriculum, policy, and practice of Holocaust education. For these reasons, it is all the more critical to bring advocacy into dialogue with research (Stevick and Michaels 2013 ), examining moral commitments and normative views against empirical realities whenever possible.…”

Section: Advocacy Versus Researchmentioning

confidence: 99%

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice

Gross¹,

Stevick²

2015

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Section: Advocacy Versus Researchmentioning

confidence: 99%

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice

Gross¹,

Stevick²

2015

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“…Engagement with difficult knowledge assumes a moral responsibility by enabling empathy and perspective-taking (PT) with the experience of another. Teaching about the Holocaust raises concerns among teachers and brings with it difficult dilemmas in didactic and psychological fields (Dror, 2001;Stevick and Michaels, 2013;Gross, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Link Between Memory, Narrative and Empathy in Teaching Difficult Knowledge in Holocaust Education

Shalom

Gross

2022

Front. Educ.

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Research has shown that the use of first-person narrative can foster a high level of identification, empathy, and an increase in memory. However, little is known about the effect of first-person narrative in the teaching of difficult knowledge. In this study, we examine how pre-service teachers (PSTs) (N = 55) process difficult knowledge presented in a first-person narrative and a third-person narrative film, using behavioral measures of empathy, level of previous knowledge and of short-term and long-term memory. What was surprising about the findings in this study was that the third-person narrative film contributed to a higher performance in both short-term and long-term memory compared to the first-person narrative film.

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Holocaust Education in the 21st Century: Curriculum, Policy and Practice

Stevick

Gross

2015

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice

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Empirical and Normative Foundations of Holocaust education: Bringing research and advocacy into dialogue

Cited by 19 publications

References 8 publications

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice

The Link Between Memory, Narrative and Empathy in Teaching Difficult Knowledge in Holocaust Education

Holocaust Education in the 21st Century: Curriculum, Policy and Practice

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