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ERIC Number: EJ1056890
Record Type: Journal
Publication Date: 2015-Apr
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1368-4868
From Empathetic Understanding to Engaged Witnessing: Encountering Trauma in the Holocaust Classroom
Gubkin, Liora
Teaching Theology & Religion, v18 n2 p103-120 Apr 2015
A commitment to empathetic understanding shaped the field of religious studies; although subject to critique, it remains an important teaching practice where students are charged with the task of recognizing, and perhaps even appreciating, a worldview that appears significantly different from their own. However, when the focus of the course is historical trauma there are significant epistemological and ethical reasons empathetic understanding may not be our best pedagogical strategy. Drawing primarily on my experience teaching a general education class "The Holocaust and Its Impact" at California State University, Bakersfield, I advocate replacing empathetic understanding with engaged witnessing as a pedagogical framework and strategy for teaching traumatic knowledge. To make this case, I delineate four qualities of engaged witnessing and demonstrate their use in teaching about the Holocaust. A bibliography is included.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A