Teaching Difficult Knowledge of Holocaust Education in Poland: A Look at The Impact of Narrative, Empathy, And Previous Knowledge on Memory.

Abstract
The Holocaust is regarded as the worst crime against humanity and violation of human rights in modern history. The need to pedagogically present and engage with the heritage of the Holocaust is a complex and emotionally charged challenge that many teachers have to face. It is often referred to as difficult knowledge. This study looks at how the narrative of film can be used in teaching about the Holocaust and the impact of narrative perspective on short- and long-term memory of the subject matter. Participants were shown two Holocaust testimonies: one in first-person narrative, the other in third-person narrative. Our aim was to provide novel insights on the effect of narrative on memory in teaching difficult knowledge. We believe that insights from this study may shed light on the astute use of film in the teaching of difficult knowledge.

Keywords
difficult knowledge, empathy, memory, first-person narrative, third-person narrative

Cite this paper
Maya Shalom, Efrat Luzzatto, Zehavit Gross, Teaching Difficult Knowledge of Holocaust Education in Poland: A Look at The Impact of Narrative, Empathy, And Previous Knowledge on Memory. , SCIREA Journal of Education. Volume 8, Issue 4, August 2023 | PP. 174-191. 10.54647/education880452

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