Suchergebnisse

Introduction: Education and the State - Between Past and FutureKatarzyna Wrońska and Julian SternPart I: Education and the stateChapter 1. Uncovering education as a practice in its own right Pádraig HoganChapter 2. An optimistic anarchist's guide to education and the stateJulian SternChapter 3. Education, ideology, and critical thinkingTomasz LeśChapter 4. Educational dimension of acts of political forgiveness Jarosław HorowskiPart II: Balancing the purposes of schoolingChapter 5. Becoming, knowing, and governing oneself in Erasmus's educational theory and practiceJoanna KostyłoChapter 6. Competition in education from the perspective of liberalism and liberal education Katarzyna WrońskaChapter 7. Education and democracy nexus:Social media as a"space"of formation of a sense of responsibility foroneselfand for others among young people Marcin RebesChapter 8. Mind-shift for 21st-Century Education: Entrepreneurism Stephen R. C. HicksPart III: The Future of educationChapter 9. Pedagogy, learning, and becoming oneself Rafał GodońChapter 10. The eclipse of aliberal-democratic state and the future of education Piotr KostyłoChapter 11. Reforming the university: considering Niklas Luhmann's remarks Katarzyna Guczalska and Wioleta GałatChapter 12. Doctoral education, the state, and public goods in a changing world Mike BotteryConclusion Julian Stern and Katarzyna Wrońska

This article will look at the use of Holocaust novels in higher education. Starting from an analysis of the appropriate educational use of literature (other than in literary studies, of course), it explores the value of novels in particular as many-voiced and as descriptive of large-scale social phenomena. Those specific qualities of novels make them particularly useful in teaching the Holocaust. The Holocaust is taught in a number of ways—across a number of disciplines—in higher education, with religious, historical, political and emotional aims, amongst others. One common approach to teaching the Holocaust uses the perspectives of victims, perpetrators and bystanders, and two novels are given as possible examples to be used to teach, respectively, about victims and perpetrators. There are opportunities and challenges in the use of Holocaust novels, including the danger of misrepresenting history and misrepresenting or misusing the novels, and the various educational, emotional, political and religious challenges. However, the article presents this work as, on balance, a good opportunity to learn and, as Kafka says, for a book to be "an ice-axe to break the sea frozen inside us." A good opportunity, but one that is inevitably incomplete and, to an extent, a failure: we should not tackle the Holocaust expecting some straightforward redemption.

"The Bloomsbury Handbook of Solitude, Silence and Loneliness is the first major account integrating research on solitude, silence and loneliness from across academic disciplines and across the lifespan. The editors explore how being alone - in its different forms, positive and negative, as solitude, silence and loneliness - is learned and developed, and how it is experienced in childhood and youth, adulthood and old age. Philosophical, psychological, historical, cultural and religious issues are addressed by distinguished scholars from Europe, North America and Asia"--