TY - JOUR
T1 - Lessons of the Holocaust
T2 - A response to the critics
AU - Short, G.
N1 - Original article can be found at : http://www.informaworld.com/smpp/title~content=t713415680 Copyright Informa / Taylor and Francis Group. DOI: 10.1080/0013191032000118938 [Full text of this article is not available in the UHRA]
PY - 2003
Y1 - 2003
N2 - The Holocaust currently forms part of the National Curriculum in England and Wales and is mandatory in several other countries. Its teaching is frequently justified on the grounds of providing a range of important lessons. However, in recent years this claim has met with a growing scepticism, not least because of the persistence of genocide over the past half century. In the course of this article I outline and respond to the views of three historians--Lionel Kochan, Peter Novick and Nicholas Kinloch--who question the social and moral significance of Holocaust education. In contrast to their pessimism I contend that the Holocaust does contain useful lessons, not only for individual students, but for the educational system as a whole.
AB - The Holocaust currently forms part of the National Curriculum in England and Wales and is mandatory in several other countries. Its teaching is frequently justified on the grounds of providing a range of important lessons. However, in recent years this claim has met with a growing scepticism, not least because of the persistence of genocide over the past half century. In the course of this article I outline and respond to the views of three historians--Lionel Kochan, Peter Novick and Nicholas Kinloch--who question the social and moral significance of Holocaust education. In contrast to their pessimism I contend that the Holocaust does contain useful lessons, not only for individual students, but for the educational system as a whole.
U2 - 10.1080/0013191032000118938
DO - 10.1080/0013191032000118938
M3 - Article
SN - 0013-1911
VL - 55
SP - 277
EP - 287
JO - Educational Review
JF - Educational Review
IS - 3
ER -