Can learning about the Holocaust be spiritual? Reflections on a teaching and learning experience with Primary School children.
In April 2017, I spent a week in Poland researching the Holocaust in Europe. Most notably, I visited the Auschwitz and Birkenau concentration camps. Following the visit, I facilitated three History lessons with 10- and 11-year-old children on the role of Auschwitz in the Second World War. As the ses...
| Published in: | International journal of children's spirituality |
|---|---|
| Main Author: | |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
[2018]
|
| In: |
International journal of children's spirituality
Year: 2018, Volume: 23, Issue: 3, Pages: 248-259 |
| IxTheo Classification: | AG Religious life; material religion BH Judaism CB Christian life; spirituality KBF British Isles TK Recent history ZF Education |
| Further subjects: | B
Spirituality
B Holocaust B Critical Pedagogy B Auschwitz B History |
| Online Access: |
Volltext (Verlag) |
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| 520 | |a In April 2017, I spent a week in Poland researching the Holocaust in Europe. Most notably, I visited the Auschwitz and Birkenau concentration camps. Following the visit, I facilitated three History lessons with 10- and 11-year-old children on the role of Auschwitz in the Second World War. As the sessions unfolded, the spiritual themes of meaning, identity and remembering emerged from the children's responses; therefore, this article forms a reflection on how the lessons impacted the children's spiritual lives. It also considers how the History curriculum might include a critical dimension to pedagogy. In particular, it explores how issues such as theology, morality and the role of representation open up a space for critical questioning. I suggest that such questioning is also spiritual. Thus, the self-awareness and criticality inspired might contribute to transformation - of both the teachers and learners and the world around them. | ||
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