자료

Learning from history means acting with historical awareness in both the present and future, making decisions and taking knowledge of the past into account and developing greater sensitivity for current processes in light of what has gone before. The contemporary relevance and subject relations are decisive prerequisites for learning about history. Without integrating the addressee's identity within the learning process, without any reference to facts of significance of subjective importance to the learner, all educational efforts will fail to bear fruit. This problem is more relevant than ever as far as historico-political education at memorial sites for Holocaust victims is concerned. The pedagogical approach to Holocaust memorial sites is currently facing an educational challenge in the light of the increasing chronological distance to the historical events and their multi-ethnic audience. Although a discussion of National Socialist history continues to constitute an important focus in both schools and the public domain, the results of empirical studies attest to significant gaps in knowledge. Furthermore, in an international comparison, German teenagers demonstrate considerably less interest in the National Socialist era than those from other countries. Instead of displaying an interest in this aspect of history, they react defensively and state that they are "sick and tired" of the topic. In the face of such developments, the question of the direction which the pedagogical approach to holocaust memorial sites will take in future arises. In order to integrate connections between past and present more deliberately, those involved in running Holocaust memorial sites are considering placing a stronger focus on human rights education. The fusion of both disciplines is designed to provoke more intense contemporary historical discussion and thus prompt a subjectively significant learning process. The present research project concentrates on the question of the extent to which this approach can be implemented and on the areas of tension which may arise in the practice of memorial site education as a result. Human rights education at holocaust memorial sites ‒ the concept sounds promising. The terms reflect precisely what one would expect of the historico-political education at Holocaust memorial sites offered by a free and democratic constitution: the opportunity to learn lessons for the present from past crimes. This research project seeks to close a gap. Its aim is to develop a comprehensive model of human rights education at Holocaust memorial sites, analyse areas of tension and potential and, finally provide suggestions for the further development of educational practice. In consequence, the research project is located firmly within practical research. In order to answer the question posed in an adequate manner, diverse qualitative methods were required. It follows that results obtained via participatory observation, expert interviews and group discussion processes form the basis of my deliberations. (By the author)