Is Classroom Boredom Hidden Guilt? A Comparison between Teaching Aboriginal History in Australia and Post-Holocaust History in Germany

History contributes in an essential way to the formation of a nation’s self-perception and identity and the education system is a key mechanism by which this knowledge is dispersed. It is therefore of great concern that students in both Australia and Germany consistently report being bored when learning of their respective nation’s fraught history. This essay analyses the shortcomings of Australia’s Indigenous history education in comparison with Germany’s Holocaust education, examining via psychoanalytic theory how the phenomenon of boredom often acts to suppress difficult feelings such as guilt. KeywordsAboriginal history; genocide studies; history war

Considerations for a European animal welfare standard to evaluate adverse phenotypes in teleost fish

The EU Directive on the use animals in research requires scientists to assess and document pain, distress or lasting harm of genetically modified animals. This article proposes a detailed protocol and guidelines for assessing adverse phenotypes in teleost fish, an important model organism for biomedical research. [Image: see text