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
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Notes
Alan L. Berger, ‘Academia and the Holocaust’, Judaism, 31/2 (Spring 1982): 169.
Shoshana Felman and Dori Laub, Testimony: Crises of Witnessing in Literature, Psychoanalysis, and History (New York: Routledge, 1992), 47. (Italics in the text.)
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.
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.
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.
Richard Rubenstein, The Cunning of History (New York: Harper Colophon Books, 1978), 67.
James E. Young, Writing and Rewriting of the Holocaust: Narrative and the Consequences of Interpretation (Bloomington: Indiana University Press, 1988), 20–21.
See, for instance, Claudia Koonz, Mothers in the Fatherland (New York: St. Martin’s Press, 1987).
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.
See, for instance, Marlene E. Heinemann, Gender and Destiny: Women Writers and the Holocaust (New York: Greenwood Press, 1986) and
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.
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.
Norman N. Holland, Poems in Persons: An Introduction to the Psychoanalysis of Literature (New York: Columbia University Press, 1989), 146.
Wolfgang Iser, The Implied Reader: Patterns of Communication in Prose from Bunyan to Beckett (Baltimore: The Johns Hopkins University Press, 1974), 290.
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.
Emil. L. Fackenheim, To Mend the World: Foundations of Post-Holocaust Jewish Thought (Bloomington: Indiana University Press, 1994), 248.
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© 2001 Palgrave Macmillan, a division of Macmillan Publishers Limited
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Brenner, R.F. (2001). Teaching the Holocaust. In: Roth, J.K., Maxwell, E., Levy, M., Whitworth, W. (eds) Remembering for the Future. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-66019-3_173
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DOI: https://doi.org/10.1007/978-1-349-66019-3_173
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