You are here: 2000 / Workshops, Panels and Seminars / Workshops on Education / Workshop 1 on Education, "Pedagogy: Theories, Tools and Results" / Presentation by Dr. William R. Fernekes
	Participants Countries and organizations Conference documentation Conference programme				Report from Workshop 1 on Education: "Pedagogy: theories, tools and results" Presentation by Dr. Ido Abram Presentation by Dr. William R. Fernekes Presentation by Dr. Jacqueline Giere Presentation by Dr. Nili Keren Presentation by Mr. Christer Mattsson Presentation by Dr. Geoffrey Short Presentation by Ped. Director Shulamit Imber Presentation by Dr. William R. Fernekes Fernekes, William Presentation by Dr. William R. Fernekes A critical goal of public education is the development of a reflective citizenry, who have the knowledge, skills and values/attitudes required for thoughtful participation in civic life. Holocaust education can contribute significantly to the development of reflective thought and action by young people in the school, who will emerge as adults following their departure from compulsory schooling. Broadly defined, citizenship education extends beyond national boundaries and embraces the concepts of a global citizenry that is informed and engaged with public issues. These issues are rooted in historic conditions, but have contemporary significance as well as implications for future public policy, as well as for individual and group behavior. An illustrative example concerns war crimes and responsibility--emerging from the Nuremberg and other post-World War II trials, continuing forward to the current International Criminals Tribunals for the Former Yugoslavia and Rwanda, and having implications for the future regarding the establishment of a permanent International Criminal Court and related institutions dealing with human rights violations. Teaching about the Holocaust within a global citizenship approach emphasizes the tension between the unique and the universal; establishing the uniqueness of the Holocaust as an historical case study, but recognizing the broad implications of Holocaust study for informed citizenship behavior and action. In particular, pedagogical strategies focusing on reflective inquiry, such as student-centered discussion and journal writing, and examination of case studies that embrace the past-present-future continuum are essential. One example to be illustrated is a unit on "The Memory of Babi Yar", which I have used for some time in my teaching about the Holocaust. Education is ultimately about changes in behavior. As John Dewey noted, the process of "education" implies a positive social benefit, and the changes in behavior we envision from teaching young people can be examined as a work in progress, since our contact with them as adults is infrequent. Thus, the results we can document illustrate their moral and cognitive development in response to the issues raised in our classes, which represent a guidepost regarding their capacity to become reflective global citizens. Examples from student journals, essays, social participation projects and discussions highlight students knowledge acquisition and analytical skill development. They also provide evidence of the empathy and compassion evident among young people based upon participation in issues-based Holocaust education with a global orientation. >> Back to top				Introduction Opening Session: Messages and speeches Plenary Sessions: Messages and speeches Workshops, Panels and Seminars Summary Report on Panels and Workshops Panel 1: Holocaust Education - Where Are We Going? Panel 2: Remembering the Holocaust - The challenges of Memory Panel 3: Holocaust Research - From the Archives to the Classroom Workshops on Education Workshops on Remembrance and Representation Workshops on Research Closing Session and Declaration Other Activities
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