Ćutati ili govoriti: pedagoški aspekti holokaust-diskursa

Abstract

The paper To be silent or to speak: pedagogical aspects of the holocaust-discourse focuses on the attempt to perceive the Holocaust as a cultural-sociological-pedagogical phenomenon through an innovative perception of the Holocaust not only as a historical event, but also as a discourse that hides and reveals contradictions and truths. The paper will give indications of the Holocaust as a crime, narrative, event, discourse, with an emphasis on the scope of power, historical, ideological, political, educational factors that can be connected with the topic of the Holocaust. Apart from the focus on education about the Holocaust, it is important to point out that talking about the Holocaust is necessary and possible not only in school classes, but also through other media, that is, through different types of art - especially through literature itself. Viewed as a whole, the Holocaust-discourse points to the impossibility of totalizing narrative structures, it leads to a dispersion that, as its foundation, raises again the question of the (Jewish) subject and history as such for the sake of exposing violence on the whole of humanism. His pedagogical rehabilitation is hidden in the necessary speech about the unrepeatable crime.