The Holocaust is often employed as a rhetorical device, used to justify arguments about anything from vegetarianism to the bedroom tax. But this misappropriation devalues the significance of the historical event and leaves young people, whose thinking skills and store of knowledge are still in development, open to manipulation.
Our approach encourages students to think independently and to make meaning for themselves.
“Given enough time, in any online discussion, someone will eventually make a comparison to Hitler or the Nazis – Godwin’s Law”
We help teachers, through CPD and teacher training, to empower their students with deeper knowledge and the capacity for more critical thinking, so they better understand why and how the Holocaust happened, are able to draw their own conclusions, and are less exposed to manipulation by those who use the Holocaust for their own social or political agendas. Importantly, we encourage students to explore the nature of evidence and how we know what we know.
Refusing to provide simple ‘lessons from history’, we encourage students to explore the complexity of the past and construct meaning for themselves. This is a deep learning process, as it challenges stereotypes, myths and misconceptions; enables students to ask their own questions and follow their own lines of enquiry; and develops a critical mindset that will foster a humane, reasonable, and enlightened way of interpreting the world.