Dialogue and transformation in Holocaust education? Reweaving the tapestry of experience, research and practice

This article draws upon Habermas\u27s three human interests to discuss different goals in Holocaust education research, namely the technical/instrumental interest in changing others\u27 racist views, the communicative interest in understanding how such views make sense to others from their own perspective through dialogue, and the emancipatory interest in self-knowledge through which the researcher can uncover both implicit values about how things should be and implicit, and perhaps even subconscious theories of how things work. Achieving greater clarity about these implicit normative and empirical foundations of researchers\u27 design decisions and interpretations has several positive outcomes: first, it enhances subjectivity, positionality and transparency in a field that is often highly personal for its participants; second, it enables the field to deliberate about the ethical dimensions of the work, while making theories about how things work explicit opens them up for critical examination; third, it has heuristic value, sharing ways of thinking, meaningful narratives and metaphors that may enhance Habermas\u27s second, communicative interest in understanding. In practice, Habermas\u27s three interests are not cleanly differentiated in Holocaust education research and practice, but are interconnected. This article focuses upon the emancipatory interest by exploring the interrelationships between experience and inquiry, or more specifically, how the author\u27s encounter with tragedy shaped an evolving research agenda in Holocaust education. It revealed a set of implicit theories and commitments that, once unearthed and made explicit, are available for reflection and critique. It also clarified the ethical and empirical grounds for certain theories and commitments. (DIPF/Orig.)Der Autor rückt in seinem Beitrag ein methodologisches Grundproblem empirischer Forschung in den Fokus seiner Auseinandersetzung. Er fragt nach den impliziten normativen Prämissen, die seiner ethnographischen Forschung zur "Holocaust Education" in Estland unterlegt waren. Im Rückgriff auf die drei Erkenntnisinteressen von Jürgen Habermas, die ihm als Reflexionsfolie dienen, legt der Autor seine Verstrickung in den normativen Diskurs einer "Holocaust Education" frei. Er verdeutlicht dies an der Differenzerfahrung zwischen seiner Haltung zur "Holocaust Education" und jenen Haltungen, die ihm in Estland als einem Land begegneten, in der nicht nur die Erfahrung des Holocaust, sondern auch die des Stalinismus prägend gewesen sind. Der Beitrag weist im Sinne des "Befremdens der eigenen Kultur" auf ein Desiderat der international-vergleichenden Forschung zur "Holocaust Education" hin: die methodologische Reflexion der engen Verwobenheit von normativen und empirisch-deskriptiven Zugängen, die das Forschungsfeld der "Holocaust Education" in besonderer Weise prägt. (DIPF/Orig.

From Non-Compliance to Columbine: Capturing Student Perspectives to Understand Non-Compliance and Violence in High Schools

Accepted manuscript, post print versionThe paper reviews a number of ethnographic studies of students in U.S. secondary schools to help understand the causes of a range of student behaviors from minor non-compliance to lethal violence. Based on these studies, as well personal experience, the authors suggest that educators and educational researchers approach and understand student perspectives on school life. Such perspectives often reveal the logic of non-compliance, and show that aspects of school structure and practice can exacerbate or contribute to violence. Student non-compliance and alienation can escalate into violence if the student view is not regularly consulted in schools

Kepler eclipsing binary stars. VII. the catalogue of eclipsing binaries found in the entire Kepler data set

The primary Kepler Mission provided nearly continuous monitoring of ~200,000 objects with unprecedented photometric precision. We present the final catalog of eclipsing binary systems within the 105 deg2 Kepler field of view. This release incorporates the full extent of the data from the primary mission (Q0-Q17 Data Release). As a result, new systems have been added, additional false positives have been removed, ephemerides and principal parameters have been recomputed, classifications have been revised to rely on analytical models, and eclipse timing variations have been computed for each system. We identify several classes of systems including those that exhibit tertiary eclipse events, systems that show clear evidence of additional bodies, heartbeat systems, systems with changing eclipse depths, and systems exhibiting only one eclipse event over the duration of the mission. We have updated the period and galactic latitude distribution diagrams and included a catalog completeness evaluation. The total number of identified eclipsing and ellipsoidal binary systems in the Kepler field of view has increased to 2878, 1.3% of all observed Kepler targets

Kepler Eclipsing Binary Stars. Vii. The Catalog Of Eclipsing Binaries Found In The Entire Kepler Data Set

The Kepler mission has provided unprecedented, nearly continuous photometric data of ~200,000 objects in the ~105 deg2 field of view (FOV) from the beginning of science operations in May of 2009 until the loss of the second reaction wheel in May of 2013. The Kepler Eclipsing Binary Catalog contains information including but not limited to ephemerides, stellar parameters, and analytical approximation fits for every known eclipsing binary system in the Kepler FOV. Using target pixel level data collected from Kepler in conjunction with the Kepler Eclipsing Binary Catalog, we identify false positives among eclipsing binaries, i.e., targets that are not eclipsing binaries themselves, but are instead contaminated by eclipsing binary sources nearby on the sky and show eclipsing binary signatures in their light curves. We present methods for identifying these false positives and for extracting new light curves for the true source of the observed binary signal. For each source, we extract three separate light curves for each quarter of available data by optimizing the signal-to-noise ratio, the relative percent eclipse depth, and the flux eclipse depth. We present 289 new eclipsing binaries in the Kepler FOV that were not targets for observation, and these have been added to the catalog

Research in teaching and learning about the Holocaust ::a dialog beyond borders

How is the Holocaust taught in schools? How do students make sense of this challenging subject? How are people affected by visits to Holocaust memorial sites? Empirical research on teaching and learning about the Holocaust that tackles these and other questions has grown rapidly over the past fifteen years, a period marked by the professionalization and expansion of the field. In 2013, the International Holocaust Remembrance Alliance (IHRA) decided to carry out a study to establish a picture of this emerging field of research. A multilingual expert team mandated to collect and review research in fifteen languages identified nearly 400 studies resulting in more than 600 publications. Three years of work resulted in this book, which carries the field beyond anecdotal reflections and moral arguments. This systematic review includes research conducted in most IHRA Member Countries as well as several non-member countries. The multilingual focus of the project enables cross-cultural analyses and the transfer of knowledge between various regions and countries. The book’s two parts present the research by language and by selected themes. This innovative transnational, translingual study reflects IHRA’s core mission: to shape and advance teaching and learning about the Holocaust worldwide