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4 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Holocaust Education: How Students and Teachers Experience Teaching and Learning about National Socialism and the Holocaust ๋ฐํ ์ฐ๋: 2008 ๋จ์ฒด ์ ์: Bayerische Landeszentrale fรผrpolitische Bildungsarbeit The original title: Holocaust Education: Wie Schรผler und Lehrer den Unterricht zum Thema Nationalsozialismus und Holocaust Erleben(Bayerische Zeitschrift fรผr Politik und Geschichte, 1(8) [Themenheft Einsichten und Perspektiven]) Special issue of a Journal presenting several articles of a pilot study carried out in Bayern, focusing on the subjective experiences and representations of teachers and students when dealing with the Holocaust and with National Socialism. 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 Memory of Nazism and the Migration Society: Fears, Experiences and Attributions. Intergenerational Historical Consciousness ๋ฐํ ์ฐ๋: 2008 ์ ์: Angela Kรผhner The original title: NS-Erinnerung und Migrationsgesellschaft: Befรผchtungen, Erfahrungen und Zuschreibungen(Einsichten und Perspektiven, Bayerische Zeitschrift fรผr Politik und Geschichte, 1(8), pp. 52-65) The articles deals with a specific part of the pilot-study (see Kรผhner et al. 2008) on teachersโ and studentsโ experiences and representations, i.e. with the dimension of a migration-society. The author suggests to use the idea of โa society of migration as a context,โ instead of the โmigrants as target group.โ This approach allows the author to work out several ways in which the students and teachers position themselves towards the national-socialist past of German society, and how the attribution of guilt, shame or esponsibility to several groups of โOthersโ serves as an interactive pattern in a migration society. Migration can therefore offer on one hand a tool to project their own fears or feelings, but on the other hand, it can also offer an opportunity for dialog and a higher degree of reflexivity on the past and the present. 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. 
Overview of Selected Research Results ๋ฐํ ์ฐ๋: 2008 ์ ์: Angela Kรผhner | Phil. C. Langer | Robert Sigel The original title: Ausgewรคhlte Studienergebnisse im รberblick(Einsichten und Perspektiven, Bayerische Zeitschrift fรผr Politik und Geschichte, 1(8), pp. 76-82)The article deals with the results of a pilot study carried out in Bayern, which focuses on the subjective experiences and representations of teachers and students from a social-psychology perspective. The research questions: How does the educational situation reflect remembrance today? How do teachers and students interpret situations of โHolocaust Education,โ and what feelings do they report? The study carried out qualitative interviews with students and their teachers, and analyzes the pedagogical setting of history classes in secondary schools. Intercultural and intergenerational dimensions are also analyzed. The authors conclude that both sides, students and teachers, show a high degree of interest to the topic, but also a tendency to Selbst-รberforderung ; thus, concrete possibilities and spaces for self-reflection about their own feelings and conflicting pedagogical aims must be recognized and supported. 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. 
โJust Donโt Moralize!โ Emotional Processes in the Pedagogical Engagement with National Socialism ๋ฐํ ์ฐ๋: 2008 ์ ์: Gudrun Brockhaus The original title: โBloร nicht moralisieren!โ Emotionale Prozesse in der pรคdagogischen Auseinandersetzung mit dem Nationalsozialismus(Einsichten und Perspektiven, Bayerische Zeitschrift fรผr Politik und Geschichte, 1(8), pp. 28โ33.) The article is a critical reflection on the outcomes of an empirical study (Kรผhner 2008; Kรผhner et al. 2008), based on a psychological/psychoanalytical perspective: how should we deal with emotions when dealing with the Holocaust? The author highlights the teachersโ very high expectations regarding the emotional Betroffenheit, the pressure on consensus, and the tabooisation of โpolitical incorrectnessโ in the classroom, tendencies that can lead to a problematic teacher-student relationship. Thus, teachers encounter specific didactical difficulties and show a certain lack of self-assertion. Brockhaus assumes that this is based on how the teacher relates, as a person and as a pedagogue, to the heritage of National Socialism. Brockhaus concludes by insisting on the necessity to reflect openly, as students and as teachers, on the emotional processes and the reluctance caused by the topic of the Holocaust in this society. 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