dc.contributor.author | Short, G. | |
dc.date.accessioned | 2010-04-22T10:41:06Z | |
dc.date.available | 2010-04-22T10:41:06Z | |
dc.date.issued | 2003 | |
dc.identifier.citation | Short , G 2003 , ' Lessons of the Holocaust : A response to the critics ' , Educational Review , vol. 55 , no. 3 , pp. 277-287 . https://doi.org/10.1080/0013191032000118938 | |
dc.identifier.issn | 0013-1911 | |
dc.identifier.other | dspace: 2299/4440 | |
dc.identifier.uri | http://hdl.handle.net/2299/4440 | |
dc.description | Original article can be found at : http://www.informaworld.com/smpp/title~content=t713415680 Copyright Informa / Taylor and Francis Group. DOI: 10.1080/0013191032000118938 [Full text of this article is not available in the UHRA] | |
dc.description.abstract | The Holocaust currently forms part of the National Curriculum in England and Wales and is mandatory in several other countries. Its teaching is frequently justified on the grounds of providing a range of important lessons. However, in recent years this claim has met with a growing scepticism, not least because of the persistence of genocide over the past half century. In the course of this article I outline and respond to the views of three historians--Lionel Kochan, Peter Novick and Nicholas Kinloch--who question the social and moral significance of Holocaust education. In contrast to their pessimism I contend that the Holocaust does contain useful lessons, not only for individual students, but for the educational system as a whole. | en |
dc.language.iso | eng | |
dc.relation.ispartof | Educational Review | |
dc.title | Lessons of the Holocaust : A response to the critics | en |
dc.contributor.institution | School of Education | |
dc.description.status | Peer reviewed | |
rioxxterms.versionofrecord | 10.1080/0013191032000118938 | |
rioxxterms.type | Journal Article/Review | |
herts.preservation.rarelyaccessed | true | |