About the Editors and Contributors

Chapters in this book

1. Frontmatter i
2. Contents v
3. Foreword ix
4. Acknowledgments xii
5. Introduction 1
6. Part one. COURSE CONTENT
7. 1 Uses of the Arts in the Classroom: An Unexpected Alternative 26
8. 2 History, Memory, and the City: Case Study–Berlin 53
9. 3 Looking for Words Teaching the Holocaust in Writing-Intensive Courses 65
10. 4 Teaching Business Ethics and the Holocaust 83
11. 5 Teaching the Holocaust: The Ethics of “Witness” History 103
12. 6 From Archive to Classroom: Reflections on Teaching the History of the Holocaust in Different Countries 116
13. 7 Teaching as Testimony: Pedagogical Peculiarities of Teaching the Holocaust 134
14. 8 Histories: Betrayed and Unfulfilled 148
15. 9 Cross-Disciplinary Notes: Four Questions for Teaching the Shoah 160
16. 10 Developing Criteria for Religious and Ethical Teaching of the Holocaust 172
17. Part two THE PROCESS AND NATURE OF STUDENT LEARNING
18. 11 Students’ Aªective Responses to Studying the Holocaust Pedagogical Issues and an Interview Process 193
19. 12 Keeping the Faith: Exploring the Holocaust with Christian Students 209
20. 13 Teaching Theology after Auschwitz: A Political-Theological Perspective 221
21. Part three PROGRESS AND PROCESS HIGHER EDUCATION, MUSEUMS, AND MEMORIALS
22. 14 The Tensions of Teaching: Truth and Consequences 235
23. 15 An Unlikely Setting: Holocaust Education in Orange County 249
24. 16 The Importance of Teaching the Holocaust in Community Colleges: Democratizing the Study of the Holocaust 260
25. 17 Teaching about the Holocaust in the Setting of Museums and Memorials 271
26. 18 Dialogue at the Threshold: The Pastora Goldner Holocaust Symposium and the Work of Tikkun Olam 284
27. About the Editors and Contributors 299
28. Index 309