Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Holocaust and conceptions of German(y) by Israeli learners of German (DAF) : the elephant in the room / / Marc-Philip Hermann-Cohen
| Holocaust and conceptions of German(y) by Israeli learners of German (DAF) : the elephant in the room / / Marc-Philip Hermann-Cohen |
| Autore | Hermann-Cohen Marc-Philip |
| Pubbl/distr/stampa | Wiesbaden : , : Springer VS, , [2021] |
| Descrizione fisica | 1 online resource (152 pages) |
| Disciplina | 438.007 |
| Collana | Research |
| Soggetto topico |
German language - Study and teaching
Holocaust, Jewish (1939-1945) Alemany Ensenyament de llengües estrangeres Holocaust jueu, 1939-1945 |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-658-34212-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- 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.
4.6 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. |
| Record Nr. | UNINA-9910485594803321 |
Hermann-Cohen Marc-Philip
|
||
| Wiesbaden : , : Springer VS, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching and learning through the Holocaust : thinking about the unthinkable / / edited by Anthony Pellegrino, Jeffrey Parker
| Teaching and learning through the Holocaust : thinking about the unthinkable / / edited by Anthony Pellegrino, Jeffrey Parker |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2022] |
| Descrizione fisica | 1 online resource (266 pages) |
| Disciplina | 605 |
| Soggetto topico |
Study skills
Holocaust jueu, 1939-1945 Ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-72636-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgments -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1 Introduction: Thinking About the Unthinkable -- Defining Holocaust Education -- References -- Part I Setting the Educational Context -- 2 A Conversation About Holocaust Education -- The Intersections Between National Socialism and Holocaust Education -- Talking Across Our Disciplines Through Policy and Practice -- Getting to Work to Support Learners -- Consequential Variables -- Relevancy and Student Voice in Holocaust Education -- Putting Ideas into Practice -- Reference -- 3 Mandates on Holocaust and Genocide Education in the United States -- Introduction -- Research Methods -- Holocaust Education Bills: Why and Why Now? -- Strength of Holocaust Education Bills -- Taskforces and Commissions -- Funding for Taskforces and Commissions -- Arizona's Efforts -- Conclusion -- Sources by State -- 4 The Problem with Hard Histories -- American College Students and Hard Historical Knowledge -- Reconsidering the Role of Hard Histories -- Conclusion -- References -- 5 Fathoming National Socialism and the Holocaust: Historical Empathy and Holocaust Pedagogies -- Introduction -- State of Holocaust Education -- National Socialism Reimagined -- Forging the Nazi Volksgemeinschaft -- Combatting Enemies of the Volk -- A Call for Historical Empathy -- Undermining Historical Empathy -- Conclusion -- References -- 6 Dewey, Democracy, and Holocaust Education -- Introduction -- Some Holocaust History -- Short History of Holocaust Education -- The Problems and Potential of Holocaust Education -- Concluding Thoughts -- References -- 7 An Education Epidemic: What United States Textbooks (Don't) Say About the Holocaust -- Methods -- Findings -- Defining the Holocaust: Who, Why, and What's Left Out.
"A War for Racial Purity": Antisemitism, Judaism, and the Notion of Race in Textbooks -- Factual Accuracy, Oversimplification, and Consistency in Holocaust Narratives -- Historical Frames and Student Learning Objectives -- Never Again? Ethical and Moral Concerns in Textbooks -- Conclusion -- References -- Part II Moving Holocaust Education Beyond Traditional Paradigms -- 8 Putting in the Pre-work to Teach the Holocaust for Racial Justice -- Putting in the Pre-work -- Radical Honesty and Unlearning -- Embracing Complexity Through Counter-Storytelling -- Teaching the Holocaust for Racial Justice -- References -- 9 Rethinking Holocaust Education with Teacher Trainers -- Outcomes and Trends in Holocaust Education Today -- Holocaust Education for Pre-Service Teachers -- Young Learners and Holocaust Education -- Changing the Landscape of Teacher Education -- How Colleges of Education Should Prepare PSTs to Teach About the Holocaust -- Conclusion -- References -- 10 False Dichotomy: How STEM and the Humanities Support Each Other -- Introduction -- Dissecting the Dichotomy -- Hands-On History -- Emotional Engineering -- Recommendations -- Emotional Connection and Relatability -- Restoration and Re-Creation -- Emphasize Student Similarities and Differences Through Collaborative Assignments -- Unique Media and Platforms -- Conclusions -- References -- 11 Keeping It Authentic: Harnessing Technology to Teach the Complexities of the Holocaust -- Defining Authentic Instruction: A Framework -- Construction of Knowledge -- Disciplined Inquiry -- Value Beyond School -- Web 2.0 Tech Tools for Teaching and Learning in Social Studies -- Technology Strategies for Facilitating Authentic Learning Using Primary Sources -- Voice -- Suggested Activity for Using Testimonies -- Suggested Activity for Using Art -- Poetry -- Suggested Activity for Using Poetry. Culminating Task that Link Voice, Art, and Poetry -- Conclusion -- References -- 12 Teaching the Holocaust with Elementary Students Using Content Area Picture Books -- Introduction -- Literature Review -- Organizing Our Texts -- How to Teach -- Launching the Holocaust Study -- Level 1 Resistance (Passive Jews) -- Level 2: Refugees Escaping -- Book Discussion and Activity for Level 2 -- Activity: Packing for the Escapes -- Level 3: Occupation -- Level 4: Jewish Resistance -- Strategies -- Level 5: Concentration Camps -- Closing Activity -- Conclusion -- Appendix 1: Additional Texts -- References -- 13 Going Forward -- What Does It Mean to Teach About the Holocaust? -- Index. |
| Record Nr. | UNINA-9910637741003321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Viktor Frankl and the Shoah : advancing the debate / / Alexander Batthyány
| Viktor Frankl and the Shoah : advancing the debate / / Alexander Batthyány |
| Autore | Batthyany Alexander |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (130 pages) |
| Disciplina | 616.8914092 |
| Collana | SpringerBriefs in Psychology |
| Soggetto topico |
Psychotherapy - History
Psychotherapists - Austria Holocaust jueu, 1939-1945 Logoteràpia Psicoteràpia |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-83063-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910502588303321 |
|
Batthyany Alexander
|
||
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
