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Title
Dialogue and transformation in Holocaust education? Reweaving the tapestry of experience, research and practice
Author
SourceTertium comparationis 19 (2013) 1, S. 69-90 ZDB
Document  (262 KB)
License of the document In copyright
Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN0947-9732; 09479732
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):This article draws upon Habermas's three human interests to discuss different goals in Holocaust education research, namely the technical/instrumental interest in changing others' racist views, the communicative interest in understanding how such views make sense to others from their own perspective through dialogue, and the emancipatory interest in self-knowledge through which the researcher can uncover both implicit values about how things should be and implicit, and perhaps even subconscious theories of how things work. Achieving greater clarity about these implicit normative and empirical foundations of researchers' design decisions and interpretations has several positive outcomes: first, it enhances subjectivity, positionality and transparency in a field that is often highly personal for its participants; second, it enables the field to deliberate about the ethical dimensions of the work, while making theories about how things work explicit opens them up for critical examination; third, it has heuristic value, sharing ways of thinking, meaningful narratives and metaphors that may enhance Habermas's second, communicative interest in understanding. In practice, Habermas's three interests are not cleanly differentiated in Holocaust education research and practice, but are interconnected. This article focuses upon the emancipatory interest by exploring the interrelationships between experience and inquiry, or more specifically, how the author's encounter with tragedy shaped an evolving research agenda in Holocaust education. It revealed a set of implicit theories and commitments that, once unearthed and made explicit, are available for reflection and critique. It also clarified the ethical and empirical grounds for certain theories and commitments. (DIPF/Orig.)
Abstract (German):Der Autor rückt in seinem Beitrag ein methodologisches Grundproblem empirischer Forschung in den Fokus seiner Auseinandersetzung. Er fragt nach den impliziten normativen Prämissen, die seiner ethnographischen Forschung zur "Holocaust Education" in Estland unterlegt waren. Im Rückgriff auf die drei Erkenntnisinteressen von Jürgen Habermas, die ihm als Reflexionsfolie dienen, legt der Autor seine Verstrickung in den normativen Diskurs einer "Holocaust Education" frei. Er verdeutlicht dies an der Differenzerfahrung zwischen seiner Haltung zur "Holocaust Education" und jenen Haltungen, die ihm in Estland als einem Land begegneten, in der nicht nur die Erfahrung des Holocaust, sondern auch die des Stalinismus prägend gewesen sind. Der Beitrag weist im Sinne des "Befremdens der eigenen Kultur" auf ein Desiderat der international-vergleichenden Forschung zur "Holocaust Education" hin: die methodologische Reflexion der engen Verwobenheit von normativen und empirisch-deskriptiven Zugängen, die das Forschungsfeld der "Holocaust Education" in besonderer Weise prägt. (DIPF/Orig.)
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Date of publication16.05.2022
CitationStevick, Doyle: Dialogue and transformation in Holocaust education? Reweaving the tapestry of experience, research and practice - In: Tertium comparationis 19 (2013) 1, S. 69-90 - URN: urn:nbn:de:0111-pedocs-245061 - DOI: 10.25656/01:24506
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