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The challenges of Holocaust instruction and remembrance - Particular and universal aspects in formal and informal interdisciplinary curricula in Israel and abroad

100%
Davidovich N., Soen D., Hezkelovich A.
Images. The International Journal of European Film, Performing Arts and Audiovisual Communication
|
2011
|
vol. 8
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issue 15-16
49-65
PL
The present article examines Holocaust instruction in Israel and in France, addressing formal and informal aspects of teaching practices. Specifically, the article examines whether Holocaust instruction constitutes a unifying factor that stresses what is common to human beings, among adolescents at schools in Israel and abroad, or whether it is a continuation of the methodic axis of the general model of the school and its credo. The study was conducted as part of a large-scale project evaluating 20 years of journeys to Poland by Israeli youth. It is based on a qualitative research apporoach that included analysis of interviews with policymakers, representatives of Holocaust institutes and foundations, teachers, students and guides. It also made use of field observations and official documents. The qualitative analysis revealed that that the dominant didactic models in Israel and France differ from one another in the importance that they attribute to universal versus the particular elements. Each of the models was built based on a didactic foundation of educational and teaching activity at the school in general, and Holocaust instruction in particular. The study findings indicate that in general, the Holocaust instruction in Israel continues to emphasize the particular. It serves as a tool for strengthening the unique values of the event, and stresses Israeliness, Zionism, and Jewishness. The climax of the modal is an eight-day journey to Poland, centering on a visit to Auschwitz. In contrast, Holocaust instruction in France emphasizes the universal. The curriculum positions the journey as the climax of the scholastic experience but, unlike the Israeli curriculum, it emphasizes the historical and universal aspects of the Holocaust and represses the singularity of the event in the context of the Jewish people. A comparison of the two countries underlines the substantive differences separating the two different educational systems, which have adopted different sets of values.
EN
The challenges of Holocaust instruction and remembrance - Particular and universal aspects in formal and informal interdisciplinary curricula in Israel and abroad The present article examines Holocaust instruction in Israel and in France, addressing formal and informal aspects of teaching practices. Specifically, the article examines whether Holocaust instruction constitutes a unifying factor that stresses what is common to human beings, among adolescents at schools in Israel and abroad, or whether it is a continuation of the methodic axis of the general model of the school and its credo. The study was conducted as part of a large-scale project evaluating 20 years of journeys to Poland by Israeli youth. It is based on a qualitative research apporoach that included analysis of interviews with policymakers, representatives of Holocaust institutes and foundations, teachers, students and guides. It also made use of field observations and official documents. The qualitative analysis revealed that that the dominant didactic models in Israel and France differ from one another in the importance that they attribute to universal versus the particular elements. Each of the models was built based on a didactic foundation of educational and teaching activity at the school in general, and Holocaust instruction in particular. The study findings indicate that in general, the Holocaust instruction in Israel continues to emphasize the particular. It serves as a tool for strengthening the unique values of the event, and stresses Israeliness, Zionism, and Jewishness. The climax of the modal is an eight-day journey to Poland, centering on a visit to Auschwitz. In contrast, Holocaust instruction in France emphasizes the universal. The curriculum positions the journey as the climax of the scholastic experience but, unlike the Israeli curriculum, it emphasizes the historical and universal aspects of the Holocaust and represses the singularity of the event in the context of the Jewish people. A comparison of the two countries underlines the substantive differences separating the two different educational systems, which have adopted different sets of values.
2

Las relaciones entre España e Inglaterra en el inicio de la Guerra los Siete Años. Las incidencias marítimas (1756-1761)

81%
Fàbregas Roig J.
Roczniki Humanistyczne
|
2018
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vol. 66
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issue 2: Historia
85-111
EN
In 1756, France and England began a dispute that lasted until 1763: the Seven Years’ War. Although officially, between 1756 and 1761, the Spanish and English monarchies were not in conflict, the English corsairs, despite numerous claims, continued to inflict demage on the Spanish interests. In the presented study the author presents the incidents that took place between the two countries on the seas and land. At the same time, the proceedings of the Spanish administration are described as an indication of the ways of gaining the reparations for the suffered damages and the English response to it.
ES
En 1756, Francia e Inglaterra daban comienzo a una contienda que se prolongaría hasta 1763: la Guerra de los Siete Años. Aunque oficialmente, entre 1756 y 1761, las monarquías hispánica e inglesa no estaban en conflicto, los corsarios ingleses –pese a las numerosas reclamaciones–, no dejaron de perjudicar los intereses españoles. En este estudio exponemos las incidencias ocurridas entre ambos estados, tanto en el mar como en las costas; igualmente se detalla el procedimiento que seguía la administración española para exigir la reparación de los agravios y la respuesta que ofrecía Inglaterra.
PL
W 1756 r. Francja i Anglia rozpoczęły spór, trwający do 1763 r., określany mianem wojny siedmioletniej. Choć oficjalnie, między rokiem 1756 a 1761, monarchie hiszpańska i angielska nie były w konflikcie, angielscy korsarze, pomimo licznych zapewnień, nadal zagrażali hiszpańskim interesom. W niniejszym opracowaniu autor przedstawia incydenty, do których doszło pomiędzy oboma krajami na morzach i lądzie. Jednocześnie zostało opisane postępowanie hiszpańskiej administracji dążącej do uzyskania odszkodowań za poniesione szkody, a także angielską odpowiedź na te działania.
3
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Napoléon mémorialiste, entre gloire et insignifiance ou « le plus grand homme dévoré d’inquiétude »

72%
Pohorský A.
Svět literatury – Časopis pro novodobé literatury (World of Literature – Journal for Modern Literatures)
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2015
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vol. Special Issue: Le monde de la litérrature
53-63
EN
During his exile at island of Saint Helena, Napoleon is condemned to look back upon his life. Le Mémorial, dictated by Napoleon and edited by Las Cases, is the very foundation of Napoleonian legend. Napoleon mentions the ingratitude of those monarchs which he installed to the throne himself and who later denied him. The work is the bases of the legend that oscillates between monarchy and citizenship, the king and the nation and the dictatorship and liberty. As a literary work Le Mémorial inspired Musset, Chateaubriand, Mme de Staël, Bourrienne, la duchesse d’Abrantès, Balzac, Mme de Rémusat and many others. It has also influenced all European cultures, including Czech literature. The one, who “changed the world” died in solitude and obscurity, in deep meditation about his own failure.
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