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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
5 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Nationalsozialismus im Geschichtsunterricht: Beobachtungen unterrichtlicher Kommunikation ๋ฐํ ์ฐ๋: 2002 ๋จ์ฒด ์ ์: Johann Wolfgang Goethe University This is a pilot study about the potential of history education about Nazism and the Holocaust. The aim is, 1) to establish whether it is possible to conduct empirical analysis about โEducation after Auschwitz,โ and 2) based on empircal observation improve the theoretical assumptions about the relationship between education and the specific theme of Nazism and the Holocaust. The empirical part consists of five case studies about different aspects of โHolocaust educationโ in two Upper Secondary schools in Frankfurt.The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders.Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at http://www.holocaustremembrance.com/publications. 
Education for global citizenship ๋ฐํ ์ฐ๋: 2004 ์ ์: Audrey Osler Cosmopolitan Citizenship is described as a concept of Global learning based on international agreements of UNESCO and the Council of Europe. To live in a global world people would need โ besides basic education โ different social skills as competencies of political literacy. 
Before the Fire is Extinguished: The Commemoration Work at Nazi Memorial Sites as a Project of Political Learning ๋ฐํ ์ฐ๋: 2003 ์ ์: Peter Gstettner The original title: Bevor die Glut verlรถscht: Die Erinnerungsarbeit an NS-Tatorten als ein Politisches Lernprojekt(In Jahrbuch fรผr Pรคdagogik 2003)The author reflects upon his experience of reconstructing Nazi history in Germany. All efforts to spread light upon the dark sides of this history end up in the attempt to break the collective silence and to retune the song from โthe good old times.โ Memorial sites pedagogy and educational policies must decide the relevance of the past for the present, expose local Nazi history, and set the gaze, across the wall of silence, on the future. Tangible memory work and personal experiences of pain are steps towards makingxsubmerged memories, obliterated traces and forgotten places useful again for an education for democracy and tolerance. (Written by publisher) The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
Collected: Educational Project about โLearning from Biographiesโ in General Sciences in Primary School ๋ฐํ ์ฐ๋: 2006 ์ ์: A. Becher Original Title: Eingesammelt: Ein Unterrichtsprojekt zumโ โLernen an Biographienโ im Sachunterricht der Grundschule(In D. Pech, M. Rauterberg, & K. Stocklas, (Eds.). Mรถglichkeiten und Relevanz der Auseinandersetzung mit dem Holocaust im Sachunterricht der Grundschule, Supplement 3, pp. 17โ34) The article presents a project aimed at developing suitable methods for Holocaust Education already in the German primary school. Based on Ido Abramโs three-step-program as well as Wolfgang Klafkiโs critical didactics, the project has developed a biographical approach to create possibilities for identification among the students. This is tested in a 3rd grade class and is thereafter evaluated.The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
The Holocaust โ A Theme for Instruction in General Subjects? ๋ฐํ ์ฐ๋: 2006 ์ ์: H. Deckert-Peaceman The original title: Holocaust โ ein Sachunterrichtsthema?(Mรถglichkeiten und Relevanz der Auseinandersetzung mit dem Holocaust im Sachunterricht der Grundschule. Supplement, 3, pp. 35โ50) An interesting discussion about the Holocaust as a topic for younger children, and especially about the use of youth literature in Holocaust education, but not an empirical analysis.The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag.