Edukacja historyczna w miejscach pamięci: zarys problematyki
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Polish |
| Veröffentlicht: |
Lublin
Panstwowe Muzeum na Majdanku
2009
|
| Ausgabe: | Wyd. 2. zmienione |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Zsfassung in engl. Sprache u.d.T.: An outline of historical education at memorials |
| Beschreibung: | 118 s. 22 cm. |
| ISBN: | 9788392518730 |
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| 500 | |a Zsfassung in engl. Sprache u.d.T.: An outline of historical education at memorials | ||
| 650 | 4 | |a Weltkrieg (1939-1945) | |
| 650 | 4 | |a Holocaust memorials |x Study and teaching |z Poland | |
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Datensatz im Suchindex
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|---|---|
| adam_text | Spis treści
Wstęp
.......................................................... 9
I. Spuścizna nazizmu a edukacja
.................................. 13
1.
Nazizm i Holocaust w perspektywie pedagogicznej
.............. 16
2.
II
wojna światowa w pamięci zbiorowej Polaków
................ 24
3.
Zbrodnie nazistowskie a dialog polsko-niemiecki
............... 32
II.
Miejsca pamięci
............................................... 37
1.
Muzea w byłych obozach jako materializacje pamięci
............ 41
2.
Działalność oświatowa muzeów martyrologicznych w Polsce
...... 48
3.
Znaczenie Akcji Znak Pokuty dla rozwoju edukacji
w miejscach pamięci
........................................ 52
4.
Rola i możliwości muzeów upamiętniania w zakresie
kształcenia historycznego
.................................... 58
III. Edukacja historyczna w miejscach pamięci
....................... 61
1.
Założenia i cele pedagogiki pamięci
........................... 63
2.
Zagadnienia metodyczno-dydaktyczne
......................... 69
3.
Formy organizacyjne i metody pracy
.......................... 74
4.
Wskazówki praktyczne
...................................... 87
IV.
Zakończenie
................................................. 91
Bibliografia
...................................................... 99
Słowniczek
...................................................... 105
Summary: An Outline of Historical Education at Memorials
........... 109
AN OUTLINE OF HISTORICAL EDUCATION AT MEMORIALS
SUMMARY
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The 2ist century brings many new challenges in nearly all the areas of human life,
including education as broadly defined. They become particularly visible and obvious
in a European perspective. There setting out educational concepts that on the one hand
pay attention to young people s actual motivations and needs, and on the other link
the teaching and learning of history with the development of values and attitudes is
to a large extent an indispensable condition for successful European integration and
international understanding.
Л5
■
One may ask what role historical education at memorials for the victims of World
War II can play in this process. The relevance of this type of learning is determined by
the significance of tragic experiences of the 20th century, particularly of mass murder
committed by the two totalitarian systems: National Socialism and Stalinism. They have
deeply affected European civilisation, and the memory of them has been for many na¬
tions the core element in the formation of their historical consciousness and narrative
tradition. Confronting the past in an active way in one of the places which witness to
and symbolize these tragic events can be not only a unique way of dealing with history,
but also an opportunity to reflect upon one s own attitudes and opinions on many funda¬
mental problems. At the same time, memorial museums commemorating the victims of
World War II seem
-
for social and moral reasons
-
to be particularly appropriate places
for the discussion of global threats, and of the terror and crimes of the present time.
The events of World War II belong to those experiences which have decisively
influenced human development and are considered to be of special, often even unique
significance. Their importance is reflected in the permanent use of terms like Holocaust
(burnt offering),
Shoah
(catastrophe) or Auschwitz in the psycho-social sphere and the
mass media. The history of the National Socialist dictatorship should undoubtedly be
the subject of profound interdisciplinary thought as well as a constant source of warn
-
mg for mankind. Such aims have been expressed by academic writers
-
for example the
German philosopher
Theodor
W.
Adorno
who in his essay Education after Auschwitz
110
SUMMARY
emphatically stated that the primary goal of education had to be the prevention of the
repetition of Auschwitz. The Holocaust phenomenon has been the subject of extensive
research for several decades, not only in the field of the science of history but also in
theology and sociology. Some researchers try to discover the reasons for the catastrophe,
others attempt to fit it into a wider historical perspective or determine its significance for
contemporaries. In his book Modernity and the Holocaust
Zygmunt
Bauman deepens
the importance of this question when he says that the Holocaust ought to rank as a test
of the modern age. Conclusions drawn from the Holocaust should be incorporated into
the focus of social theory and practice.
In discussing the significance for the process of historical education of wartime
experiences and of the crimes committed then, two fundamental questions should first
be answered. Which anthropological, sociological or political aspects of this legacy can
instruct today s societies? And: how can these topics be passed on and learned? Methods
of education have to be precisely defined accordingly. A choice of appropriate pedagogic
means and aims then becomes feasible.
Without disregarding the historical preconditions for the Holocaust and not forget¬
ting who initiated and carried it out, it should be acknowledged as an event of a universal
character and general human dimension, and further, as a European legacy and experi¬
ence which should influence the development of value systems and the political culture
of contemporary societies. Seen from the angle of World War II experience
-
and espe¬
cially from the perspective of the Holocaust
-
educational priority lies in emphasizing
the necessity to sensitize us to atrocities and to create an attitude grounded on tolerance,
empathy and commitment.
Apart from that, from the catalogue of tasks concerning Education after Auschwitz
we need to develop a critical judgement of reality. This would enable us to understand
the reasons for human decisions and actions, as well as to recognize potential risks and
threats. The question of which educational insights should be drawn from the National
Socialist heritage
-
and here especially from its apex, the mass murder of the Jews
-
can
be answered succinctly: in its anthropological dimension the Holocaust teaches us that
the recognition of the banality of evil should be an element of everybody s self-ex¬
amination. In a sociological dimension the Holocaust can make us aware of a possible
shift in society s attitude concerning a social group s stigmatization and harassment, an
attitude which can change into a silent agreement with the groups extermination. And
in a political dimension the Holocaust makes perfectly clear that an ideology based on
racism and the force of violence can lead to terrorist policy and mass crime.
In dealing with the legacy of National Socialism, memorials at the sites of former
Nazi camps play a special role. It should be stressed that they are multi-dimensional
institutions. They are examples from the past, components of commemorative culture,
subjects of historical communication and witnesses to society which take the form of
museums, relics and monuments. They affect both the cognitive and the emotional
sphere at the same time.
AN OUTLINE OF HISTORICAL EDUCATION AT MEMORIALS 111
Memorials at former concentration camps are first and foremost authentic historic
places with an extraordinary psycho-social dimension. It is frequently emphasized
that they build a unique bridge between past reality and the present and that they are
fragments of historic events. They thus make it easier to conceive of the events they are
linked to and of the people involved. In this context we often speak of a certain aura , of
places and the immense power in the remaining relics, which influence our perception
of the past and public commemorative culture.
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Concentration camp memorials give extraordinary evidence of National Socialist
%
totalitarianism
-
they are unique representatives of the past, important for the whole
if of Europe. Therefore they must be actively involved in historical communication and
If provide facilities which enable visitors to become aware of facts found nowhere else.
>i; When we point out the educational demands made on memorials we should first
f
bear in mind that they are only one part of historical and political socialization and that
fc* their work is subject to various limitations. In no way can a visit to a memorial substi-
|
tute
for history education at school or family socialization. It can merely support these
ţ
processes as part of a general education. Neither are memorials able to play a vital role
Won a macro-structural level. First: they are not equipped with the essential facilities for
f
I this purpose as schools are. Second: visits to them are mostly voluntary, and only a few
*
¿visitors come prepared to learn and are willing to get acquainted with history not in an
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exclusively passive manner but also to discuss it actively.
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On the other hand these museums have unique potential and a special aura. Get-
f ting in touch with traces of the past in a certain place can be an impulse for reflections
í·
not only on the essence of concentration camps and National Socialism in general but
also on the reasons for indifference in society or for crimes of violence or
-
in a wider
context
-
on the question of good and evil. From this we can define the primary task of
educational work at memorials: by and large they should stimulate thought and discus¬
sion, and in particular they should contribute to developing active self-analysis which will
*
awaken sensitivity and watchfulness towards all forms of intolerance, xenophobia and
;| other tendencies in society which are a danger to democracy. By their activities within
historical and civic education memorials should thus contribute to moral and demo¬
cratic education. To fulfil their elucidating, warning and moralizing function effectively,
memorials must be accepted as open places of learning in every society, integrated into
the entity of the educational system and targeted at visitors needs and demands.
y
Memorials must aim to achieve the tasks mentioned above in the forms and methods
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of their educational work. It is evident that these cannot be standardized, as we have to
j^ take into account various factors like the age, knowledge, interest, and motivation of
¿participants and the means of communication they prefer, as well as questions of content
f
(questions concerning the historic place, the value of discoveries made in a certain context
і
and so on). Relics and resources, which are to say the type and size of collections and
the quality of the institution s technical equipment and personnel have to be taken into
account.The particular methods of historical education in memorials should not differ
112
SUMMARY
from the general methodological principles of education. However we have to bear in
mind that direct teaching should not be carried out in memorials though a process of
learning is worthwhile. Further aims should not only be the transmission of factographic
knowledge but also the development of empathy and of reflection in a historical context.
Therefore the pedagogic work of memorials
-
as opposed to school lessons
-
lays stress
on the recipients activities in order to enable them to become aware of history by other
means than simply accumulating knowledge. The main emphasis is put on discovering
historic truth, the development of an independent judgement and on realizing what is
relevant for shaping one s personality. This means also that the feelings, expectations,
experiences and attitudes with which visitors come to the site of historic events can be
changed and intensified during the visit. On the other hand one has to accept it when
the desired change does not take place or when prejudices or negative attitudes are even
reinforced. This risk goes hand in hand with education and social training in general.
Whether such adverse results can be prevented depends on those who teach.
Memorials must develop to cope with their task as modern, visitor-oriented mu¬
seums. This means among other things introducing professional working methods,
conducting research concerning visitors and exhibitions, and also intensifying public
relations. We also have to think hard about the possibilities of using public space and
historic materials in visual communication and consider how to give a new meaning to
relics as stone witnesses , once eye witnesses die.
Memorials should have a stronger effect in the emotional sphere than school does.
Of course this does not mean overwhelming visitors with naturalistic images of cruelties
and suffering but rather making them think. Some educators suggest avoiding emotional¬
izing the past, as feelings are extremely personal. This influence in the emotional sphere
does not prevent or limit history or any other learning process from being presented
objectively. Encouraging a person to remain emotionally involved would certainly lead
to their being emotionally overwhelmed. Yet a complete omission of emotions in such
historic places like former concentration camps would make concentration on the his¬
toric event and on individual and collective experiences drift into a kind of chemical
analysis and thus block the development of empathy. The problem lies in the type of this
involvement and in how far it is integrated into the learning process.
Concentration on themes and methodic-didactic presentations alike depend to
a high degree on how every memorial is approached: on the visitors historical points
of view, their pedagogic motivation and on their political culture. These vary in every
country but memorials cope with a common task. The main target of their educational
work lies in implanting values and patterns of behaviour which are generally accepted
in a democracy. To this end an international exchange of experiences is important.
If knowledge about National Socialist history or the Holocaust is to be universalized
-
which is a primary requirement for pedagogic in memorials
-
then forms and methods
of educational work must be discussed and worked out together as well. If this problem
were to be regarded as a separate matter for Germans, Jews or Poles respectively, the
AN OUTLINE OF HISTORICAL EDUCATION AT MEMORIALS
ИЗ
general validity of the historical and political consequences of World War II would be
denied for contemporary Europe.
■ ; - ,
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^
Historical education at memorials can be defined as a cognitive process taking
place at an authentic historic site that links learning history with an existential self-
reflection. In this approach the emphasis is put on the necessity of creating references
between insights regarding historic problems of the past (events, fates, and so on) and
the sphere of ones own feelings, experiences and attitudes. Memorial sites didactics
«can, therefore, be defined as activities aiming at stimulating a reflective process, while
v° dealing with history, which leads from issues referring to the past to critical questions
Î
regarding the present.
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, :
In teaching general and particular objectives are distinguished. In historical educa-
j
tion
at memorials the general purpose is to make available knowledge (mainly historical,
í
but in many cases inter-disciplinary) on the story of a historic place (usually a former
4
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Nazi camp) presented against a general historical background, and then to initiate
ι
j
a mental process in the context of people, events and developments dealt with. Particular
¿-objectives lie in activating and organizing the cognitive process, i.e. generating insights
i* which someone may accept as a permanent part of their mental outlook, and which may
I? facilitate their orientation in the world and foster their social commitment. In other words,
education at historic locations aims at dealing with the history of National Socialism
ψ
and the Holocaust on a broad level and from multiple perspectives.
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Learning in memorials can be termed a Four-C-Process: Contemplation
-
Considera¬
tion
-
Critical Incorporation
-
Cognitive Conception. Naturally, this process begins with
^examination, in most cases audio-visual and defined by aesthetic categories. The stage
¡.of contemplation is decisive because it often shapes the further approach to the place
and the history conveyed, as aura, arrangement and value of documentation of a certain
Й
place can cause either an increase or a decrease in interest concerning the topic as well
as in motivation. Consideration is first of all based on becoming aware of the contents
j
imparted on the level of documentary and educational work and on going along a nar¬
rative line. Here the visitor has a look at the image of history created by various means
к
and by the historic place itself. The third phase uses subjectively relevant elements of the
past. Independent work is an integral part of this phase, which can range from phrasing
f
questions during participation in history workshops to independent research. The last
;
stages aim lies in internalizing the knowledge gained. It is an evaluation and summary.
,Лп
it visitors decide what
-
from the things they have perceived and thought about in
ц-а
new way
-
is going to be of normative-ethical relevance for their further life.
■ .*
Of course, this grouping can be subdivided into further stages. Here methodological
¡I preconditions and aims are decisive. The process of learning can vary in length. Basically
Џ.
:we have to assume that learning in places heavy with memories is time consuming and can
*
Seate further problems as a result of differences in learners psyche and motivation.
.,
Understood as an educational process exceeding the conveyance of knowledge
about the National Socialist terror regime or the Holocaust, the pedagogic work of these
114
SUMMARY
institutions should by and large be based on the following methodological-didactic prin¬
ciples: providing a visual description of the historic processes (concrete presentation);
creating possibilities for identification
(situative
presentation); transferring experience
and knowledge to todays world (transfer).
Here concrete presentation means that history is not taught as an accumulation
of facts but rather as an event. On the one hand this form emphasizes the dynamics of
historic processes, on the other hand the interconnection and complexity of human fates
become evident. By
situative
presentation we understand the establishment of different
relationships which can be traced back to personal, ethnic and national dispositions
and experiences. By transfer we try to make an attempt to define the pasts normative
significance for the present in a collective and universal dimension. Here the possibility
of identifying with the events mediated in the memorial or of establishing a relationship
to them is of prime importance, because it involves knowledge about concrete history
and its background to local references, personal stories and real images.
Under no circumstances should we offer and aim at exclusively positive identifica¬
tions. If the lesson learned from National Socialist history is intended to have the effect
of a Vaccination , then primarily it has to follow a line of negative patterns. For psycho¬
logical reasons negative identifications are met with resistance. However by means of
them we can critically analyze our own dispositions. And identifying with yesterday s
victims does not guarantee that we are not the perpetrators and bystanders of tomor¬
row. On the contrary, a positive identification narrows the pedagogical perspective of
educational work in historic places and holds the danger that we shift individual and
global responsibility for contemporary developments onto others.
A visitor-oriented approach to history also requires audio-visual media which can¬
not be completely standardized and always have to be adjusted to visitors different
needs, depending on their age and education. As well as traditional forms, multimedia
presentations may be useful. They are able to overcome the barrier of abstraction and
at the same time make historic matters attractive and encourage independent learning.
This is especially true in the context of working with young people who immediately
accept information furnished in that way, often with an even greater interest than when
traditional means of communication are used. Museums must not ignore what visitors
are used to. On the contrary it is essential to provide for their preferences. Audio-visual
media can certainly change the process of communication between the museum and
the visitor. Because of the specific character of memorials, however, we have to examine
to what extent media can be used.
Programmes in historical education outside school should fall into five basic stages:
initial stage, preparation, realization, summing-up and documentation. In the first two
phases one has to formulate the projects goal, clarify pupils motives, expectations and
interests, get to know the pedagogic possibilities offered by the museum, prepare general
information on the history of the site and finally plan the course of the museum visit.
Co-operation and the division of tasks to be performed between the teacher and pupils
AN OUTLINE
OF HISTORICAL
EDUCATION AT
MEMORIALS II5
are very important here. The implementation.phase includes the visit and viewing the
historical exhibition with regard to particular questions. When the visit is longer, it can
be widened by an encounter with an eye-witness or independent work in the library or
the archives. The exchange of impressions and opinions, as well as discussion on how to
record the visit is an important part of the programme. Any decision on this should be
taken after the visit, i.e. during the summing-up phase. Then the eventual amplification of
the project demands additional work and engagement from teacher and pupils and should
take place as a separate stage (documentation). The project can end with an exhibition
shown at school, a theatre presentation, an article for the local press or by producing a set
of documentary material (essays, photographs, reports on the project, and so on).
Now we come to the main methods of educational work. There are two things to bear
in mind. First, the pedagogy of memorial sites is still at the development and research
stage. Educational programmes should be regarded as proposals rather than models.
Second, concepts of historical learning at memorials have been developed principally in
Germany. As a result, most of the suggestions are adapted to the moral and historical per¬
spective of the Germans and their educational needs. The proposed methods described
below have been tested in practice, and are suitable for work with Polish pupils or with
international groups. Of course, they can be modified, combined or changed.
A visit to the museum widened by cognitive and emotional aspects is basically an
alternative to popular sightseeing, i.e. a standard educational programme for organized
groups. It usually consists of two activities: viewing the exhibition and a part of the camp
buildings and seeing a documentary film. In the most cases, not much is learnt in the
course of such a visit. A visit with cognitive and emotional aspects is assumed to appeal
to the cognitive and affective domain, and it should be of an interactive character. An
integral part of the programme is the preparatory phase. In it, pupils should learn about
with the history of the camp and discuss issues and questions they would like to deal with
intensively during their visit. Then they choose one or two topics which their visit will
concentrate on. They also decide whether to pay tribute to the memory of the victims
or express their feelings in an emotional way or in a reflective form of remembrance
(by a prayer, reading aloud a poem, a biography of a prisoner or a fragment of the camp
death book stating the names of the victims, laying flowers, or a similar action). The
programme of the visit should be discussed in good time with the educational museums
personnel in order to tailor it to the scope of the permanent exhibition and resources of
the museum. It is extremely important to review the visit with the students afterwards
and enable them to articulate their emotions and views concerning the history of the
place they have visited and what they experienced there.
The method based on independent work in the archives or library requires more time
than a visit of two or three hours. Ideally, it should occupy a whole day. This form of
learning teaches how to work with sources and develops the students ability to work
on their own. In addition, it has many cognitive possibilities. It can be adapted to the
individual interests and abilities of the pupils, it fosters the development of independent
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summary
thinking and learning by means of
reseárchľ
It is, of course, impossible to deal thoroughly
with a historic problem within a few hours, but certainly one can get a general idea of
an issue (for instance, establish the main differences between Nazi concentration and
extermination camps) or can investigate an individual case (e.g. follow the history of
a prisoner through the archives or study the biography of
á
member of the camp staff).
Like a visit to the museum, this method has to be prepared in an appropriate way in co¬
operation with the museum s staff. Programmes of this kind can be particularly fruitful
if they take place after visiting the exhibition and
thè
best results can be expected if they
are organized for a subsequent visit.
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Project work seeks to achieve similar aims to independent work by using the muse¬
um s resources and collections, but it is intended as a long-term exercise. The programme
involves the planning and division of tasks, needs much effort and aims at an end-product.
For example staging an exhibition or making comprehensive written record. Themes
can be integrated with a curriculum or syllabus or refer to current debates. This type of
education is oriented towards practical activities and teaches conceptual and team work
at the same time. It can also be accompanied by restoration and maintenance work. In
addition, confronting genuine relics and documents makes it possible to experience
history in a way that traditional education at school never does. Because it produces
tangible results it can be a source of real satisfaction for the participants. However, this
method requires much effort both on the part of the teacher and pupils and needs to
have several school days allotted to it.
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Researching and documenting historical evidence is also a kind of project work, but
it is based to a greater degree on independent research, mainly carried out outside the
museum. Depending on the subject, work in the museum itself is a lesser or larger part
of the whole undertaking. As research is concerned with defined places, events and
people, it is very important in this method to set up local, regional or biographic links.
They may serve as an additional motivation for work and.at the same time show how
history manifests itself in the present. The time needed depends on the content and
goals. Most projects of this kind last a few days, but even a two or three hour session
can be a unique history lesson.
- ■)
Historical seminars and thematic worhhops combine lectures and independent work
by the participants. Depending on the subjects and didactic needs, they can be held as
all-day study programmes or as workshops lasting a few days. These seminars may be on
single or multiple themes. In spite of using lectures as a working method, the emphasis is
laid here on the active participation of those attending in discussion with lecturers and
work in the study groups, and on communication within the group with the exchange of
impressions and summing-up discussions. The close involvement of those responsible
for the programme is vital.
Artistic transposition is an attempt to confront the past and its evidence through
artistic means of expression. This is a universal approach, based to a larger extent on
the participants creativity and imagination than on didactic criteria. The content and
AN OUTLINE OF HISTORICAL EDUCATION AT MEMORIALS
1
17
form of presentation depend on the interests, skills and emotional responses of those
involved. They can include fine arts or photographic workshops, poetical or theatrical
performances or other artistic events.
The choice of methods in non-school based historical education at memorials de¬
pends in principle on whether the work is directed towards an end-product or a proc¬
ess. In the first case, the main aim of the programme is to prepare a written record or
a presentation (e.g. a report on the project, a paper on a topic or an exhibition). In the
second case, stress is put on the process of research, i.e. an analytic reflection upon his¬
toric processes and human behaviour. In both cases a teacher must be involved either
as a consultant, or as a moderator.
Programmes in the framework of non-school based historical education do not con¬
stitute a part of curricula and, therefore, are not subject to strict guidelines or directives
from above. They should be a result of the creative and innovative approach of those
involved, so that they can be adapted to their needs and interests. Thus, the remarks
and hints given below should not be treated as universal methodological principles or
a recipe for a successful project. At the very most, they offer advice about the preparation
and carrying out of educational programmes at a memorial site.
ι.
*
The success of educational programmes at memorials depends to a large extent on
;
üthe
institution s didactic potential (the quality of the infrastructure and the facilities
;
provided, the level of education offered, the professional qualifications of the staff
1
and so on). So, before making a decision about how to carry out of a project, it is
necessary to find out what the museum offers and check whether it is up to standard
•
and meets basic pedagogical requirements.
2. ;>
Projects in historical and civic education demand an appropriate organizational and
:
temporal framework. A visit to the museum lasting two or three hours in which focal
í
points are viewing the exhibition and going around the site, does not have to lack
,s didactic value
-
despite some opinions
-
but the presentation and perception in such
■
a case is mainly limited to general historical questions. More cognitive benefits can
vbe derived from all-day workshops, and an optimal solution would be several-day
„
Seminars that, however, because of overloaded curricula would have to be recognised
■ as official school work (e.g. for classes with in-depth study in the arts).
3·£·>
While preparing a project, there is a need to determine what will motivate the
participants and to formulate general objectives. It is of primary importance that
the students have a decisive influence on the shape of the programme. They should
also choose methods of work and decide how they want to make use of the results.
They should enjoy the project, and working on it should give them an opportunity
V for new experiences.
4· :
All the phases of the programme should be based on co-operation and division of
Ař
V ^oes not exclude an individual approach or dealing with subjectively
]д8
SUMMARY
significant aspects of the problem. It teaches team work, facilitates communication
within the group and makes it possible to have something to show at the end of the
project (for instance, an exhibition, publication, project report, etc.).
5.
The basic principle of historical education at memorials is the independent activity of
the participants. Nevertheless, the role of teachers and educators who as observers or
moderators stimulate the educational process, can be hardly overestimated. Thus, it
is very important on the one hand that they prepare themselves for the project, and
commit to it, and on the other hand clearly determine the teacher-pupil relationship
in the whole process.
6.
Confronting a historical problem, particularly in the context both of Nazi crimes
and the history of concentration camps, can be an incentive to become aware of
one s own attitudes and prejudices, and then to express and revise them. Changing
opinions within the group is an integral element of the educational process, and
a critical reflection and polarization of pupils points of view is an indispensable
condition for a liberal education.
7.
Memorial sites didactics is based mainly on discovery learning and is connected to
a large degree with the affective domain. Methods of work should, therefore, involve
the creativity of the pupils, respect social aspects of education and be oriented at
practical activity through experience.
8.
A broad range of themes can be taken up in the framework of education at memorials,
ranging from detailed topics referring to the history of a given historic place, through
general issues concerning National Socialism, to questions related to memory cul¬
ture. Programmes based on a cross-curricular approach are very productive for the
development of historical thinking as they combine diverse perspectives at various
levels, and attempt to link the past with the present.
9.
Projects in international groups make programmes in one way more attractive but
in another they can cause additional difficulties. These come partly from different
ways of perception and understanding of the past (differing interpretation patterns
and teaching methods), which affect prejudices and stereotypes, and partly from
the different knowledge of history and culture of those taking part. It is extremely
important to take all the factors into consideration while preparing a project and
during its implementation. If this is done it can be an opportunity not only to study
history, but also to forge international dialogue and intercultural communication.
10.
Education programmes at memorial sites are intended, first of all, for schoolchildren.
Experiences gained so far show, however, that they can also be a form of learning
for adults, especially students, teachers and other educators. It is obvious that adult
education should be based on somewhat different criteria and didactic methods
from the projects for young people.
|
| any_adam_object | 1 |
| author | Kranz, Tomasz 1960- |
| author_GND | (DE-588)115384154 |
| author_facet | Kranz, Tomasz 1960- |
| author_role | aut |
| author_sort | Kranz, Tomasz 1960- |
| author_variant | t k tk |
| building | Verbundindex |
| bvnumber | BV036017877 |
| callnumber-first | D - World History |
| callnumber-label | D804 |
| callnumber-raw | D804.17 |
| callnumber-search | D804.17 |
| callnumber-sort | D 3804.17 |
| callnumber-subject | D - General History |
| ctrlnum | (OCoLC)641999187 (DE-599)BVBBV036017877 |
| edition | Wyd. 2. zmienione |
| format | Book |
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| geographic | Polen Polen (DE-588)4046496-9 gnd |
| geographic_facet | Polen |
| id | DE-604.BV036017877 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-09T22:09:37Z |
| institution | BVB |
| isbn | 9788392518730 |
| language | Polish |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-018910059 |
| oclc_num | 641999187 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 118 s. 22 cm. |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Panstwowe Muzeum na Majdanku |
| record_format | marc |
| spelling | Kranz, Tomasz 1960- Verfasser (DE-588)115384154 aut Edukacja historyczna w miejscach pamięci zarys problematyki Tomasz Kranz Wyd. 2. zmienione Lublin Panstwowe Muzeum na Majdanku 2009 118 s. 22 cm. txt rdacontent n rdamedia nc rdacarrier Zsfassung in engl. Sprache u.d.T.: An outline of historical education at memorials Weltkrieg (1939-1945) Holocaust memorials Study and teaching Poland Museums Educational aspects Poland World War, 1939-1945 Monuments Study and teaching Poland Gedenkstätte (DE-588)4019622-7 gnd rswk-swf Geschichtsunterricht (DE-588)4020533-2 gnd rswk-swf Polen Polen (DE-588)4046496-9 gnd rswk-swf Polen (DE-588)4046496-9 g Gedenkstätte (DE-588)4019622-7 s Geschichtsunterricht (DE-588)4020533-2 s DE-604 Digitalisierung BSBMuenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018910059&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen 2 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018910059&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Kranz, Tomasz 1960- Edukacja historyczna w miejscach pamięci zarys problematyki Weltkrieg (1939-1945) Holocaust memorials Study and teaching Poland Museums Educational aspects Poland World War, 1939-1945 Monuments Study and teaching Poland Gedenkstätte (DE-588)4019622-7 gnd Geschichtsunterricht (DE-588)4020533-2 gnd |
| subject_GND | (DE-588)4019622-7 (DE-588)4020533-2 (DE-588)4046496-9 |
| title | Edukacja historyczna w miejscach pamięci zarys problematyki |
| title_auth | Edukacja historyczna w miejscach pamięci zarys problematyki |
| title_exact_search | Edukacja historyczna w miejscach pamięci zarys problematyki |
| title_full | Edukacja historyczna w miejscach pamięci zarys problematyki Tomasz Kranz |
| title_fullStr | Edukacja historyczna w miejscach pamięci zarys problematyki Tomasz Kranz |
| title_full_unstemmed | Edukacja historyczna w miejscach pamięci zarys problematyki Tomasz Kranz |
| title_short | Edukacja historyczna w miejscach pamięci |
| title_sort | edukacja historyczna w miejscach pamieci zarys problematyki |
| title_sub | zarys problematyki |
| topic | Weltkrieg (1939-1945) Holocaust memorials Study and teaching Poland Museums Educational aspects Poland World War, 1939-1945 Monuments Study and teaching Poland Gedenkstätte (DE-588)4019622-7 gnd Geschichtsunterricht (DE-588)4020533-2 gnd |
| topic_facet | Weltkrieg (1939-1945) Holocaust memorials Study and teaching Poland Museums Educational aspects Poland World War, 1939-1945 Monuments Study and teaching Poland Gedenkstätte Geschichtsunterricht Polen |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018910059&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018910059&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT kranztomasz edukacjahistorycznawmiejscachpamiecizarysproblematyki |