Quand les mémoires déstabilisent l’école. Mémoire de la Shoah et enseignement

This work is based primarily on the subject of the Holocaust, but it attempts to define cross-cutting issues in the category of teaching “sensitive” subjects, assuming we can build a common paradigm. To do this, it brings together the perspectives of historians, philosophers, teachers and participating witnesses, inviting us to return to the fundamental questions underlying the act of transmission. Each contribution brings us to reflect on what it is we are trying to transmit, and suggests a systematic exploration of the difficulties inherent in these transmissions: the magnitude and complexity of the historical problem, the extreme moral and political exigencies, the intricate intermingling of memory, the historian’s work, and civic commitment. What to do with negative commemorations?  We cannot forget, repent, deny or trivialize. We can only question our modern societies and their ambivalence.  (By the author - Translation)