LEADER 04512nam 2200553 450 001 9910485594803321 005 20231110233510.0 010 $a3-658-34212-9 035 $a(CKB)5590000000487569 035 $a(MiAaPQ)EBC6648072 035 $a(Au-PeEL)EBL6648072 035 $a(OCoLC)1287134007 035 $a(EXLCZ)995590000000487569 100 $a20220318d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHolocaust and conceptions of German(y) by Israeli learners of German (DAF) $ethe elephant in the room /$fMarc-Philip Hermann-Cohen 210 1$aWiesbaden :$cSpringer VS,$d[2021] 210 4$d©2021 215 $a1 online resource (152 pages) 225 0 $aResearch,$x2662-1886 311 $a3-658-34211-0 327 $aIntro -- Acknowledgments -- English Abstract -- German Abstract -- Contents -- List of Figures -- 1 Introduction -- 1.1 The Positioning of the I in Discourse and Definitions -- 2 Theoretical Implications -- 2.1 Israeli Identity and the Holocaust -- 2.1.1 Period of Silencing and Absorption, 1940s Until 1961 -- 2.1.2 The Eichmann Trial, 1961 -- 2.1.3 The "Stalags": Holocaust Semi-pornography -- 2.1.4 1970s Reoccurring Nightmares -- 2.1.5 The 1980s and Individual Engagement -- 2.1.6 Falling Wall(s) and Intensification, 1990s -- 2.1.7 Refamiliarization and Keeping the Memories Alive 2000-2020 -- 2.2 The Holocaust and the Education System in Israel -- 2.2.1 Educational Textbooks and Images of Germany -- 2.2.2 History -- 2.2.3 Geography -- 2.2.4 Civic Education -- 2.3 Cultural Policy and GFL in Israel -- 2.3.1 The Big Players in German Cultural Policy -- 2.3.2 Learners-Figures and Numbers -- 2.3.3 GFL and the Holocaust -- 2.3.4 Intermediate Conclusion: Image of Germany in Israel Today -- 3 Methodology -- 3.1 Objectives, Justifications and Data Protection -- 3.2 GFL Textbooks and the Absence of the Holocaust -- 3.2.1 Design of Analysis -- 3.2.2 Results of GFL Textbooks Analysis -- 3.3 The Questionnaires -- 3.4 The Interviews -- 3.5 Analysis of Participants -- 3.6 Type Building -- 3.7 Reintroducing Ludwik Fleck's Thought Styles -- 3.8 Pretest Empirical Research -- 3.8.1 Pretest Results -- 4 Results -- 4.1 About the Institutions -- 4.2 About the Participants -- 4.2.1 Gender and Age -- 4.2.2 Time Studying German -- 4.2.3 Ethnicities -- 4.3 Individual Associations with Germany -- 4.3.1 Sentiment Analysis of Associations -- 4.3.2 Word and Topic Analysis of Associations -- 4.4 Motivation -- 4.4.1 Linguistic-Type -- 4.4.2 Contact-Type -- 4.4.3 Back to the Roots-Type -- 4.4.4 Life in Germany-Type -- 4.5 History's Influence on the Current View on Germany. 327 $a4.6 Role of the Holocaust on Today's View of Germany: Two Conflicting Thought Styles -- 4.6.1 Germany is the Holocaust-Thought Style -- 4.6.2 'Another' Germany-Thought Style -- 4.7 Role of German History in German Language Classes -- 4.8 Learners' Interest in History and Current Events -- 4.9 Individual Assessment of How the Holocaust Influences Israeli Society and Culture -- 4.10 Biographical Aspects of the Holocaust -- 4.10.1 Not Affected -- 4.10.2 Affected-But How? -- 4.10.3 Affecting -- 4.11 The Sound of German -- 4.12 Humor -- 4.13 GFL Textbooks and Diversity -- 4.14 Limitations of the Research -- 4.15 LGBTQ Factor? -- 5 Discussion-Thought Styles on Germany -- 5.1 German Engineering -- 5.2 Cold Germany -- 5.3 Other Germany -- 5.4 Neo-Nazi -- 6 Conclusion -- References. 410 0$aHolocaust Education - Historisches Lernen - Menschenrechtsbildung 606 $aGerman language$xStudy and teaching 606 $aHolocaust, Jewish (1939-1945) 606 $aAlemany$2thub 606 $aEnsenyament de llengües estrangeres$2thub 606 $aHolocaust jueu, 1939-1945$2thub 607 $aIsrael$2thub 608 $aLlibres electrònics$2thub 615 0$aGerman language$xStudy and teaching. 615 0$aHolocaust, Jewish (1939-1945) 615 7$aAlemany 615 7$aEnsenyament de llengües estrangeres 615 7$aHolocaust jueu, 1939-1945 676 $a438.007 700 $aHermann-Cohen$b Marc-Philip$01072964 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910485594803321 996 $aHolocaust and Conceptions of German(y) by Israeli Learners of German (DAF)$92569163 997 $aUNINA