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"Drawing on primary sources and extensive research, this investigation of the Nazi campaign against the mentally ill and the postwar quest for justice will interest general readers and provide critical information for scholars of Holocaust studies, legal history, and human rights."--Jacket.

Trials (Genocide) --- Euthanasia --- People with disabilities --- Nazi persecution of people with disabilities --- Persecution --- World War, 1939-1945 --- Genocide --- War crime trials --- History --- Nazi persecution. --- Atrocities --- Aktion T4 --- Berlin --- Hadamar --- Mental disorder --- Nazism --- United States --- War crime

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Depuis 2002, l'enseignement de la Shoah est inscrit aux programmes des écoles primaires, et les enseignants du premier degré sont invités à s'appuyer sur des ouvrages de littérature pour la jeunesse pour assurer cette étude. Mais ces livres sont-ils vraiment des outils pédagogiques ? Quels impacts leurs illustrations, leurs personnages ont-ils sur les jeunes élèves lecteurs ? Comment parviennent-ils à montrer aux enfants que l'extermination des Juifs est un fait historique réel sans les choquer ? À travers une analyse d'ouvrages de littérature pour la jeunesse parus sur le thème entre 1944 et 2013, Béatrice Finet propose une double analyse, littéraire et didactique, pour servir une réflexion plus générale sur les enjeux éducatifs de l'enseignement de la Shoah à l'école élémentaire. Cet ouvrage sera une ressource pour les enseignants et futurs enseignants, et intéressera aussi les chercheurs et éditeurs en littérature pour la jeunesse.

Holocaust, Jewish (1939-1945) --- Study and teaching. --- Catastrophe, Jewish (1939-1945) --- Destruction of the Jews (1939-1945) --- Extermination, Jewish (1939-1945) --- Holocaust, Nazi --- Ḥurban (1939-1945) --- Ḥurbn (1939-1945) --- Jewish Catastrophe (1939-1945) --- Jewish Holocaust (1939-1945) --- Jews --- Nazi Holocaust --- Nazi persecution of Jews --- Shoʾah (1939-1945) --- Genocide --- World War, 1939-1945 --- Kindertransports (Rescue operations) --- Nazi persecution --- Persecutions --- Atrocities --- Jewish resistance --- Holocaust, Nazi (Jewish Holocaust) --- Nazi Holocaust (Jewish Holocaust) --- Nazi persecution (1939-1945)

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Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and atroc

Holocaust, Jewish (1939-1945) --- Catastrophe, Jewish (1939-1945) --- Destruction of the Jews (1939-1945) --- Extermination, Jewish (1939-1945) --- Holocaust, Nazi --- Ḥurban (1939-1945) --- Ḥurbn (1939-1945) --- Jewish Catastrophe (1939-1945) --- Jewish Holocaust (1939-1945) --- Jews --- Nazi Holocaust --- Nazi persecution of Jews --- Shoʾah (1939-1945) --- Genocide --- World War, 1939-1945 --- Kindertransports (Rescue operations) --- Study and teaching. --- Nazi persecution --- Persecutions --- Atrocities --- Jewish resistance --- Holocaust, Nazi (Jewish Holocaust) --- Nazi Holocaust (Jewish Holocaust) --- Nazi persecution (1939-1945)

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This pedagogical and sociological analysis of Shoah education in Israeli state schools is based on an empirical survey conducted from 2007-2009 among junior high school and high school students, teachers and principals in general and religious schools, and experts in the field. It explores issues such as materials and methods, beliefs and attitudes, messages imparted, pedagogical challenges, and implications for national and religious identity and universal values. Comparative and multi-dimensional analyses of sub-populations, such as by age and type of school, were conducted. The practical and theoretical implications of the findings are considered in the context of Shoah education in Israel and other educational settings over the past half century.

Holocaust, Jewish (1939-1945) --- Catastrophe, Jewish (1939-1945) --- Destruction of the Jews (1939-1945) --- Extermination, Jewish (1939-1945) --- Holocaust, Nazi --- Ḥurban (1939-1945) --- Ḥurbn (1939-1945) --- Jewish Catastrophe (1939-1945) --- Jewish Holocaust (1939-1945) --- Jews --- Nazi Holocaust --- Nazi persecution of Jews --- Shoʾah (1939-1945) --- Genocide --- World War, 1939-1945 --- Kindertransports (Rescue operations) --- Study and teaching --- Nazi persecution --- Persecutions --- Atrocities --- Jewish resistance --- Holocaust, Nazi (Jewish Holocaust) --- Nazi Holocaust (Jewish Holocaust) --- Nazi persecution (1939-1945)

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This collection of essays explores the character and quality of the Holocaust's impact and the abiding legacy it has left for social theory. The premise which informs the contributions is that, ten years after its publication, Zygmunt Bauman's claim that social theory has either failed to address the Holocaust or protected itself from its implications remains true.

Holocaust, Jewish (1939-1945) --- Social sciences --- Social philosophy --- Social theory --- Catastrophe, Jewish (1939-1945) --- Destruction of the Jews (1939-1945) --- Extermination, Jewish (1939-1945) --- Holocaust, Nazi --- Ḥurban (1939-1945) --- Ḥurbn (1939-1945) --- Jewish Catastrophe (1939-1945) --- Jewish Holocaust (1939-1945) --- Jews --- Nazi Holocaust --- Nazi persecution of Jews --- Shoʾah (1939-1945) --- Genocide --- World War, 1939-1945 --- Kindertransports (Rescue operations) --- Social aspects. --- Influence. --- Philosophy. --- Nazi persecution --- Persecutions --- Atrocities --- Jewish resistance --- Holocaust, Nazi (Jewish Holocaust) --- Nazi Holocaust (Jewish Holocaust) --- Nazi persecution (1939-1945)