Epistemological aspects of holocaust education: Between ideologies and interpretations

Zehavit Gross; E. Doyle Stevick

doi:10.1007/978-3-319-15419-0_28

Epistemological aspects of holocaust education: Between ideologies and interpretations

Zehavit Gross, E. Doyle Stevick

University of South Carolina

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

6 Scopus citations

Abstract

This chapter analyses the role of epistemology within the scholarship on Holocaust education. Epistemology deals with questions of what knowledge is, what counts as knowledge, the sources of knowledge, the different kinds of knowledge, and what we can know, or the boundaries of knowledge. It argues that researchers and practitioners of Holocaust education should engage with epistemological questions and their implications for teaching and learning about the Holocaust.

Original language	English
Title of host publication	As the Witnesses Fall Silent
Subtitle of host publication	21st Century Holocaust Education in Curriculum, Policy and Practice
Publisher	Springer International Publishing
Pages	489-503
Number of pages	15
ISBN (Electronic)	9783319154190
ISBN (Print)	9783319154183
DOIs	https://doi.org/10.1007/978-3-319-15419-0_28
State	Published - 1 Jan 2015

Bibliographical note

Publisher Copyright:
© Springer International Publishing Switzerland 2015.

Keywords

Epistemology
History
Holocaust education

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10.1007/978-3-319-15419-0_28

Cite this

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Epistemological aspects of holocaust education: Between ideologies and interpretations

Abstract

Bibliographical note

Keywords

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