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April 17, 1981 - Image 6

Resource type:
Text
Publication:
The Detroit Jewish News, 1981-04-17

Disclaimer: Computer generated plain text may have errors. Read more about this.

6

THE DETROIT JEWISH NEWS

Friday, April 17, 1981

Holocaust Education Methods Examined

CASH

By MAX NADEL

taught to school children
of the Holocaust, but it
and at what particular should be one which is care-
fully tempered to their age,
How
should
the stages in the student's edu-
maturity, and sensibility
Holocaust experience be cational and moral de-
velopment should the sub- and which is an inherent
Electronic Cash
ject by introduced?
element of a larger study.
755 W. Big Beaver Rd.
A first concern is: Do we
For example, in the public
(16 Mile at 1-75)
want children in the pri- schools, the course might be
6 $
Troy, Michigan
mary grades — one through
one on prejudice and dis-
totals
Phone:
six — to encounter the crimination in which a two-
313-362-4500
Holocaust? We are dealing or three-week unit might be
with youngsters who are in- devoted to the Holocaust; or
342-7802
capable
in realistic terms of in a Jewish school, it might
Passover Greetings
accepting and understand- be a history course with a
ing what happened. The unit on anti-Semitism
CUSTOM
psychological impact may - where the Holocaust is the
take one of two forms.
central event of a sequence
They may be shocked and of historical experiences.
frightened, especially if Any unit on the Holocaust
A LASTING GIFT
they are Jewish, that it will should not focus solely on
• HAND-CRAFTED. • CUSTOM STYLING
affect negatively their view the destruction, but should
PROMPT DELIVERY
of their world, the people include a study of the world
PHONE 345-5350
who are in it, and them- that was destroyed, democ-
MADE IN MICHIGAN
selves. The scenes as they racy and totalitarianism,
imagine them from their the failures of the Weimar
reading and discussion or as Republic, the resistance
Our 30th' Year
they see them in such films movements, and the re-
sponse of the free world.
as "Night and Fog" will
haunt their nights. The
The best approach is to
weight on their minds will encourage and direct stu-
be heavier through life from dents to draw conclusions
having encountered man's about events from a perusal
potential for evil so early in and study of carefully
May This Passover Bring Joy, Peace
their lives.
selected documents. In
Students may view the addition, students can work
and Happiness to All Our Friends,
Holocaust experience as in committtees, engage in
Customers and the World
melodrama, as a struggle discussions, research, pre-
between good and evil with pare reports, participate in
good triumphant in the re- debates. Role playing and
Mr. and Mrs. Jerome Glassman
sistance movements, the ul- simulations, while satisfac-
timate ignominious defeat tory in some subject matter,
and Family
of the Nazis, and the estab- have no place in the teach-
and
lishment of Israel. They will ing of so sensitive a subject
relate the ghetto and con- as the Holocaust.
the entire Staff of
centration camps to simi-
It is on the college level
lar scenes which they view that any intensive study of
in movies and TV programs the Holocaust should be
dealing with prison life, the made by those students who
horrors of war, the monstr- elect the courses. When
ous violence of weird creaT they do, they should be ex-
tures.
pected to take also a course
In short, youngsters up in Jewish history so that
to grade seven should they see the Holocaut in
pursue the program of the light of the stream of
studies that will reveal to Jewish life and culture from
them the nature of their its beginnings to the pre-
immediate world, the sent.
quality of its faiths and its
Studies have shown
civilization, while they
that for many years after
acquire
the
skills
to
deal
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with the necessities of World War II almost no
on oil makes
mention was made of the
daily living.
Holocaust in history or
Beginning with grade se- literature textbooks used
1- 1

VVi
1,1-1/1/ ) r
,--)E3C3C_JC) I E
N.t.r
.1ER()7(:)• ir)Ai
ven, students should be in school and colleges.
ready to undertake a study
This is changing and is all
to the good. But the fear is
that educators are mov-
ing to the opposite ex-
treme and that the em-
phasis on the subject is
creating a grim and de-
pressing environment in
the schools. This seems to
be an exaggerated view.
The curricula of the pub-
lic schools and the Jewish
schools are so rich with
other subject content that
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there is little danger of a
pervasive Holocaust spirit
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dominating the tone of any
school. However, schools
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must be wary that constant
references to the Holocaust
in the various subject
classes and a plethora of
9 to 5
STUNT MAN
Holocaust events — as-
semblies, solemn religious
FAME
MY BODY GUARD
Movies such as
r•
services,
specially invited
BLUES BROTHERS
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speakers, film pre-

sentations, etc. — do not
create in the students a be-
lief and feeling that the
Holocaust and other perse-
• cutions are the only experi-
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• ences of the Jewish people
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• in their history or that
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- • man's inhumanity to man is
the dominant theme of
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Western civilization.
The dimensions of the
Holocaust were so enor-
mous and the shame and
guilt of civilized people so
compelling, one must hope
and believe, despite recent
events in Paris and other
parts of the world, that the
world and its Jewish popu-
lations will never let it hap-
pen again. Is it time to
transfer some of the
energies going into
Holocaust matters to other
concerns?

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