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

Volume 8, Issue 4, August 2023     |     PP. 174-191      |     PDF (232 K)    |     Pub. Date: August 1, 2023
DOI: 10.54647/education880452    80 Downloads     102764 Views  

Author(s)

Maya Shalom, Department of Education, Mofet Institute, Tel Aviv, Israel
Efrat Luzzatto, Department of Education, Levinsky College, Tel Aviv, Israel
Zehavit Gross, School of Education, Bar Ilan University, Ramat Gan, Israel

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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