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.
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