Relevant bibliographies by topics / Historical - Holocaust

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Historical - Holocaust'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2024

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Journal articles on the topic "Historical - Holocaust"

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Gutman, Sanford. "Garber, ed., Methodology in the academic teaching of the Holocaust. Maier, The unmasterable past - history, Holocaust, and German national identity." Teaching History: A Journal of Methods 16, no. 2 (September 1, 1991): 100–102. http://dx.doi.org/10.33043/th.16.2.100-102.

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Although the two books under review both deal with the subject or the HolocaU5t, they are of a very different order. Methodology in Teaching the Holocaust is a collection of essays purporting to offer practical advice on teaching various aspects or the Holocaust. The Unmasterable Past focuses on the current historical conflict (Historikerstreit) in Germany over the place and memory or the Third Reich and the Holocaust within German history. Since the books are so different in their goals, I will treat them separately.
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Nagy, Péter Tibor. "Jewish population of Budapest in 1941 and 1945." Opuscula Theologica et Scientifica 1, no. 1 (May 8, 2023): 85–95. http://dx.doi.org/10.59531/ots.2023.1.1.85-95.

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One of the most important issues in the debate about the Holocaust is whether it is a historical or non-historical tragedy. Unexpected natural disasters, such as earthquakes and meteor strikes, are events outside human history - an important common feature is that their survival is only slightly related to people's social position. The more analogous the Holocaust is to this, the more extra-historical the Holocaust is. An important socio-historical feature of historically integrated ethnical, religious, class –based persecutions, on the other hand, is that people become less victims than other members of the persecuted group because of their wealth or their capital of connections with the persecutors, connections to the non-persecuted groups. Comparing the Jewish population of 1941 with the Jewish population of 1945 - based on specific housing registers - the study clearly concludes that the Budapest Holocaust is embedded in history: those with non-Jewish family members, the wealthier and those in occupations where the likelihood of being acquainted with the public sector and Christian colleagues is higher are much more likely to survive. This also implies that more active participation by non-Jews could have increased the number of survivors to a statistically significant extent.
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Beorn, Waitman W. "The Holocaust and Historical Methodology." Global War Studies 11, no. 2 (June 1, 2014): 104–6. http://dx.doi.org/10.5893/19498489.11.02.04.

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Huener, Jonathan, and Jack R. Fischel. "Historical Dictionary of the Holocaust." German Studies Review 24, no. 1 (February 2001): 218. http://dx.doi.org/10.2307/1433205.

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Goeschel, C. "The Holocaust: Critical Historical Approaches." English Historical Review CXXII, no. 498 (September 1, 2007): 1111–12. http://dx.doi.org/10.1093/ehr/cem177.

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Russell, Nestar. "An Important Milgram-Holocaust Linkage: Formal Rationality." Canadian Journal of Sociology 42, no. 3 (September 29, 2017): 261–92. http://dx.doi.org/10.29173/cjs28291.

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After Stanley Milgram published his first official Obedience to Authority baseline experiment, some scholars drew parallels between his findings and the Holocaust. These comparisons are now termed the Milgram-Holocaust linkage. However, because the Obedience studies have been shown to differ in many ways from the Holocaust’s finer historical details, more recent literature has challenged the linkage. In this article I argue that the Obedience studies and the Holocaust share two commonalities that are so significant that they may negate the importance others have attributed to the differences. These commonalities are (1) an end-goal of maximising “ordinary” people’s participation in harm infliction and (2) a reliance on Weberian formal rational techniques of discovery to achieve this end-goal. Using documents obtained from Milgram’s personal archive at Yale University, this article reveals the means-to-end learning processes Milgram utilised during his pilot studies in order to maximise ordinary people’s participation in harm-infliction in his official baseline experiment. This article then illustrates how certain Nazi innovators relied on the same techniques of discovery during the invention of the Holocaust, more specifically the so-called Holocaust by bullets. In effect, during both the Obedience studies and the Holocaust processes were developed that made, in each case, the undoable doable.
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Blanke, Tobias, and Conny Kristel. "Integrating Holocaust Research." International Journal of Humanities and Arts Computing 7, no. 1-2 (October 2013): 41–57. http://dx.doi.org/10.3366/ijhac.2013.0080.

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In this article we present our ideas for an integrating activity for archival research on the Holocaust. We analyse how we can improve Holocaust-related collection descriptions for research, which we will make available online, and how EHRI provides travel grants for transnational access to existing infrastructures in Holocaust research. Both approaches help us overcome that Holocaust-related material is geographically dispersed and address the challenges for historical research stemming from the way documentation on the Holocaust has been attempted up to now. We have chosen to implement the EHRI integrated information resource using graph databases. With their emphasis on relationships, graph databases are particularly well suited for historical research in particular and humanities research in general. We analyse the architecture and implementation details of this novel approach and show how graph databases integrate with traditional ways of searching and browsing historical collections. This way, we support more advanced means of access to facts in the documents and enable deep semantically meaningful access to the documents. The innovation of EHRI lies in the combination of digital and non-digital means to integrate existing infrastructures. We believe this might be a model for many related research activities in the humanities.
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Chalas, Agnieszka, and Michael Pitblado. "The suitcase project: Historical inquiry, arts integration and the Holocaust." International Journal of Education Through Art 17, no. 2 (June 1, 2021): 281–301. http://dx.doi.org/10.1386/eta_00066_1.

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In this article, we ‐ a history teacher and visual art educator ‐ present a unique, arts-integrated history project that engaged grade eleven history students in creating an installation of suitcase assemblages exploring the lives of young victims of the Holocaust. While we recognize that there exist numerous strategies for teaching about the Holocaust, we assert not only that arts integration is useful in enhancing student learning and engagement in history but also that the curricular approach is ideally suited for the teaching of difficult history such as the history of the Holocaust. In addition to examples of the student artworks produced, we provide evidence of the project’s success in increasing students’ understandings of the assigned historical content as well as its success in complicating two dominant Holocaust narratives. In sharing our own experiences of using an arts-integrated approach to teaching the history of the Holocaust, we hope to inspire both history teachers who are looking for alternative ways to tackle the complex challenge of teaching difficult history as well as art teachers who are looking to integrate sound historical inquiry into their issues-based art projects.
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Lutz, Felix Philipp. "Evolution and Normalization: Historical Consciousness in Germany." German Politics and Society 30, no. 3 (September 1, 2012): 35–63. http://dx.doi.org/10.3167/gps.2012.300302.

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German political culture has been undergoing gradual but significant changes since unification. Military engagements in combat missions, the introduction of a professional army, and a remarkable loss of recent historical knowledge mostly within the younger generations are hallmarks of the new millennium. Extensive education about the Holocaust is still prevalent and there is a strong continuity of attitudes and orientations toward the Nazi era and the Holocaust reaching back to the 1980s. Nevertheless, a lack of knowledge about history-not only the World War II period, but also about East and West Germany-in the age group of people under thirty is staggering. The fading away of the generation of victims who are the last ones to tell the story of persecution during the Holocaust and a parallel rise of new actors and technologies, present challenges to the educational system and the current political culture of Germany.
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Buckler, Steve. "Historical narrative, identity and the Holocaust." History of the Human Sciences 9, no. 4 (November 1996): 1–20. http://dx.doi.org/10.1177/095269519600900402.

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Dissertations / Theses on the topic "Historical - Holocaust"

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Perry-Whittingham, Michael. "Remembering the Holocaust : teachers' narrative choices and students' historical thinking." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32119.

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This study investigated teachers' narrative choice and students' historical thinking. The research examined the influence of varying curriculum materials, including a graphic novel, feature film and discovery trunk, on student thinking about the Holocaust. The study was conducted in three social studies 11 classes, taught by the researcher, in an urban public secondary school. Data used in the study consisted of student essay samples and informal classroom observations. The study's findings revealed that students' thinking about the Holocaust was multi-dimensional and fairly complex. Students' thinking, at the end of the unit, was categorized into themes: preservation of Holocaust artifacts and relics, the use of museums as sites of memory, learning lessons from the Holocaust about humanity, and the intrinsic moral weight of the Holocaust as a historical event. The use of varied resources did not provide substantial evidence of differentiated historical understanding, but there was some evidence to suggest that the varied resources impacted student understanding on a general level. In light of these findings the thesis concludes that studying the Holocaust is a valuable topic for students because they will find the narratives compelling, confront personal moral frames and benefit from thinking through the historical complexity of the Holocaust.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Johansson, Ellinor. "Gymnasieelevers förståelse och upplevelser av Förintelsen i historieundervisningen." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67326.

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This study focus is on pupils historical understanding of the Holocaust. The main purpose and question in this study is to answer what types of work methods and materials pupils used in Holocaust education in historical class. The method used is an survey on 136 high school’s pupils in Sweden for receiving a better understanding of what historical use of Holocaust pupils meet in historical class. The analyze of the material from the survey focused on four out of seven historical uses based on the historian Klas-Göran Karlsson’s typology on the uses of history, those are ideological, moral, political-educational and scientific use. The theory is used for analysing how pupils encounter the holocaust in the historical classroom. Results from the survey show that pupils meet a variation of historical information and facts is used throw how and what pupils work with the Holocaust. All four of the historical use of history could be seen in the results, but above all the scientific use and the ideological use. The scientific use of the Holocaust focuses on factors and relationship between causal factor and outcome. The ideological use of the Holocaust focuses on the understanding of democratic and human values. The study reveals that no historical use is dominant in the different classes, that means the individual meeting whit information about the Holocaust and pupil has an important value in what type of understanding and historical use the pupil have of the Holocaust.
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Wittmann, Rebecca Elizabeth. "Holocaust on trial?, the Frankfurt Auschwitz trial 1963-1965 in historical perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63679.pdf.

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Andersson, Mikaela. "Att ta ansvar för historien : Elevers historiska tänkande kring Förintelsen." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78995.

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The Holocaust is an important part of Swedish history teaching. It tends to exemplify human rights violations and has become a means to educate students to be better citizens. Swedish studies have often focused on students’ historical consciousness. This study aims to examine students’ historical thinking about the Holocaust. Three questions are addressed; how students express substantive knowledge, how students express procedural concepts, and how do students express moral aspects about the Holocaust. The material was created during the authors’ teaching practice (in Swedish VFU) and consists of 28 students’ texts. To analyze the material qualitative content analysis was used. Procedural concepts such as continuity and change, cause and consequence, historical agency and, moral aspects, were also used as tools to interpret students’ texts about what was the cause of the Holocaust. The results show that students made implicit references to different procedural concepts when describing how the Holocaust happened. Students often referred to anti-Semitism, Adolf Hitler, and the developed train system as causes for the Holocaust. They tended to understand Hitler as the founder of anti-Semitism and Nazism. He was described to convince the German people to vote for him. Structures and agency of other actors, therefore, disappeared leading to a shallow understanding of the Holocaust. The author of the study argues for a Holocaust education that uses Alice Pettigrews’ concept of “powerful knowledge” and Gert Biestas’ notion of qualification, socialization, and subjectification, to develop students’ moral and civic understanding.
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Avery, Maria R. "Preserving memory at Auschwitz : a study in Polish-Jewish historical memory /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1516.html.

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Thesis (M.A.)--Central Connecticut State University, 1999.
Thesis advisor: Stanislaw Blejwas. " ... in partial fulfillment of the requirements for the degree of Master of Arts." Includes bibliographical references (leaves 131-134).
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Taylor, James Leigh. "From Weimar to Nuremberg a historical case study of twenty-two Einsatzgruppen officers /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1161968385.

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Melchers, Alma Louise Sophia. "Cinema plays history : National Socialism and the Holocaust in counterfactual historical films of the twenty-first century." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/14340.

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Inspired by 2009 pastiche Inglourious Basterds (US/DE), my research presents counterfactual historical film, firstly, as a marginalised type of film: the 2000s and 2010s have seen an abundance of overtly fictional films which do not intend to represent the past but nonetheless playfully refer to imageries of National Socialist and Holocaust history. These films have so far been neglected by historical film studies which, despite a consensus not to judge films according to their factual accuracy, tend to focus on genres close to historiography. My research considers as historical films the counterfactual parodies Churchill: The Hollywood Years (GB 2004) and Mein Führer: Die wirklich wahrste Wahrheit über Adolf Hitler (DE 2007), as well as Inglourious Basterds and, in a brief conclusion, Nazi zombie films. In this sense, counterfactual historical film is, secondly, a research approach which suggests reconfiguring academic definitions of the field of history and film and historical film. Assuming that historical film never visualises past reality but engages with a history that is always already medialised, I propose that the above films despite their counterfactual plots embark on a visual historical discourse, and what is more reflect upon cinema and history in their own enlightening ways. My analyses show how twenty-first century counterfactual historical films revise Nazi and Holocaust visual history, and how they describe National Socialist history as visually constructed and historical Nazism as an eclectic amalgamation drawing on fictional as well as factual media sources. In regard to the present, they explore tensions between popular and academic culture through the dissolving binaries of fiction film and historiographical fact, and propose to recognise the reciprocity of media representation and actual past as an object of research in its own right. My research demonstrates the value of cinema's playful engagement with history as a potential contribution to the theory and practise of historical film studies.
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Lechintan, Adela A. "Cinematic Reverberations of Historical Trauma: Women's Memories of the Holocaust and Colonialism in Contemporary French-Language Cinema." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1315504205.

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Stenvall, Martin. "Förintelsen i gymnasieskolans läroböcker -En läroboksanalys om Förintelsens framställning i läroböcker för Lpf 94 och Lgy 11." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75123.

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The main purpose of this paper is to examine how the Holocaust is presented in textbooks, and if there are any differences in the textbooks since the Holocaust got more attention in the Swedish society. Six different textbooks, written for the two latest curriculums, are the empirical material for this study. They have been analyzed by using Ammerts theoretical perspective about four different ways of presenting the content in textbooks, and historical culture. The method for this study is a qualitative text analysis. The analysis shows that textbooks seem to have simplified presentations of the Holocaust. In the textbooks for the latest curriculum, the Holocaust is presented as a historical event that could be compared with other events in the past. Another difference is that authors for the newer textbooks presents the content by using values. The content about the Holocaust in the newer textbooks has also expanded. One possible reason could be that the authors would like to offer a more detailed explanation of the Holocaust. Another motive may be that generations that grew up after genocide has occurred see themselves as responsible to provide something similar to happen again. In relation to other countries, the historical culture in Swedish textbooks is different. It seems to be typical for Swedish textbooks to present how the Jews and other minorities were affected by the Holocaust. This could lead to make the students understand the value of the Holocaust, and preserve its place in the historical culture that exists in our society.
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Katz, Doran A. "A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752006.

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A study of the Holocaust is a challenging task. Schools often dedicate little time to the study of the subject, and teachers are often largely unprepared in regard to their content mastery of the subject, as well as the appropriate pedagogical tools to help guide students through the study of intellectually and emotionally difficult material. Whereas best practice in the field of Holocaust education prescribes the use of primary sources in the teaching of the Holocaust, few studies exist which explore the ways in which teachers select and implement primary sources in their teaching of the Holocaust and the impact it has on what students come to understand about the event.

A case study of one tenth grade World History II classroom provided qualitative data to help explore the ways primary sources were used in the teaching of the Holocaust. This research describes the relationship between the use of primary sources in this classroom and the development of historical thinking skills among students. The data interpreted in this study indicated that the curation choices of the teacher influenced what students came to know and understand about the Holocaust. Additionally, students demonstrated an ability to develop and practice lower order historical thinking skills related to sourcing, as a result of their use of primary sources in a study of the Holocaust.

Findings emerged which indicated that the teacher and her students had unique relationships to the content of the Holocaust and to the study of history more broadly. This study offers insight into the intersections of difficult knowledge, Holocaust education, social studies pedagogy, source curation, and discussions of the skills necessary to learn history meaningfully and critically.

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Books on the topic "Historical - Holocaust"

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The Holocaust and historical methodology. New York: Berghahn Books, 2012.

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Fischel, Jack. Historical dictionary of the Holocaust. Lanham, Md: Scarecrow Press, 1999.

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Stone, Dan. The Holocaust and historical methodology. New York: Berghahn Books, 2012.

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J, Reimer Carol, ed. Historical dictionary of Holocaust cinema. Lanham: Scarecrow Press, Inc., 2012.

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Katz, Steven T. The holocaust in historical context. New York: Oxford University Press, 1994.

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Historical dictionary of the Holocaust. 2nd ed. Lanham: Scarecrow Press, 2010.

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U.S. Holocaust Memorial Museum., ed. Historical atlas of the Holocaust. New York: MacMillan Pub., 1995.

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David, Cesarani, ed. Holocaust: Critical concepts in historical studies. New York: Routledge, 2004.

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Confino, Alon. Foundational pasts: The Holocaust as historical understanding. Cambridge: Cambridge University Press, 2012.

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1936-, Cohen Asher, Gelber Yoav, Wardi Charlotte, and Strochlitz Institute of Holocaust Studies (Haifa, Israel), eds. Comprehending the Holocaust: Historical and literary research. Frankfurt am Main: P. Lang, 1988.

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Book chapters on the topic "Historical - Holocaust"

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McDonough, Frank, and John Cochrane. "The Historical Debate on the Holocaust." In The Holocaust, 104–31. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-02048-2_7.

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Knopp, Sonja. "Narrative fissures, historical context." In Psychoanalysis and Holocaust Testimony, 270–78. Other titles: Relational perspectives book series ; v. 79.Description: London ; New York : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315717456-25.

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Knowles, Anne Kelly. "Geography and the Holocaust." In The SAGE Handbook of Historical Geography, 495–517. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781529739954.n27.

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Saltiel, Leon. "Historical and theoretical background 1." In The Holocaust in Thessaloniki, 1–41. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge Jewish studies series: Routledge, 2020. http://dx.doi.org/10.4324/9780429202070-1.

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Ben-Tov, Arieh. "Historical Perspective: 1918–45." In Facing the Holocaust in Budapest, 7–24. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-017-6935-8_2.

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Holmila, Antero. "“Soldaten wie andere auch”: Finnish Waffen-SS Volunteers and Finland’s Historical Imagination." In Finland's Holocaust, 218–44. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137302656_10.

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Dietsch, Johan. "The Holocaust in Ukrainian Historical Culture." In How the Holocaust Looks Now, 107–15. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230286566_10.

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d’Erizans, Alex. "Fathoming National Socialism and the Holocaust: Historical Empathy and Holocaust Pedagogies." In Teaching and Learning Through the Holocaust, 75–106. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-72636-2_5.

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Pearce, Andy, and Stuart Foster. "Historical Justice and the Holocaust in History Education." In Historical Justice and History Education, 365–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70412-4_17.

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Gerner, Kristian. "Between the Holocaust and Trianon — Historical Culture in Hungary." In How the Holocaust Looks Now, 97–106. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230286566_9.

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Conference papers on the topic "Historical - Holocaust"

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Аксакова, Н. О. "ГУМАНІСТИЧНІ ПІДХОДИ ТА ЕКОЛОГІЗАЦІЯ КУЛЬТУРНО-ІСТОРИЧНОЇ ПАМ'ЯТІ В ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ НА ПРИКЛАДІ ВИВЧЕННЯ КОНКРЕТНИХ ІСТОРИЧНИХ ФАКТІВ." In Proceedings of the XXV International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25012021/7354.

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The article considers the introduction of a humanistic approach and restoration of cultural and historical memory in the process of training future engineers-teachers to study specific historical examples, namely the Holocaust, which is the cornerstone of the memory of World War II. Awareness of the tragedy of the nation that suffered genocide during World War II is a need to avoid future violations of human rights on racial, religious, ethnic grounds - one of the main tasks of training a specialist of the future. Holocaust remembrance is essential so that our children are never victims, executioners or indifferent observers. The author cites a specific example of a tragic historical legacy, the Holocaust in Bakhmut, when 3,000 Jews were buried alive in cell alabaster at the champagne factory, as an example of the inhuman policies of the Nazis.
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Marincean, Alina. "The Ethics of Elie Wiesel`s Storytelling as a New Theoretical Approach in Representing the Holocaust." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/39.

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Grounded on Giorgio Agamben's assertion that once the historical, technical and legal context of the Jewish genocide has been sufficiently clarified, we are facing a serious challenge when we really seek to understand it and becomes more thought-provoking when we try to represent it. The difference between what we know about the Holocaust and how this delicate issue should be represented is facing major challenges in the context of content abundance onboth Holocaust classical analyses or contemporary digital formats. Contemporary society is facing ethical and emotional limitation regarding Holocaust representation. What is the right way to represent the Holocaust after eight decades since the Holocaust took place is one of the relevant questions that arises in this context? How to live, what to do, and how do the consequences of my actions affect society after the Holocaust experience,are some of the questsof Elie Wiesel’s life.The paper will highlight how his storytelling provides some guidelines for shaping a possible good way of representing the Holocaust and what are its resources. It will also illustrate what are the ethical components of his storytellingthat constitute an example of ethical conduct and give some relevant suggestions on how to instrument them in order to place Holocaust representation on a progressive way of reflection.
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Shakir Sultani, Haider. "The Problematic of Characterizing Genocide A Reading in the Techniques of Historical Trends to Explain the Jewish Genocide." In Peacebuilding and Genocide Prevention. University of Human Development, 2021. http://dx.doi.org/10.21928/uhdicpgp/16.

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"The research is an attempt designed to diagnose the problematic of characterizing the genocide by adopting the ""Holocaust"" as a paradigm for the hypothesis addressed by the research, reviewing the trends of historians' interpretation of the genocide since the end of World War II (1945), as well as tracking the historical stations that those interpretations have gone through, the problems and crises that they provoked in Germany, and the response of German historical circles for the challenge imposed by those interpretations. The research is divided into two topics: the first: The Historians' Trends in Interpreting the Nazi Genocide of the Jews until the 1980s. As for the second: the ""Holocaust"" Historiography, the Nazi Knot, and the Identity Crisis in Germany."
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Azulay Tapiero, Marilda. "Arquitectura, dispositivo de experiencia memorial. *** Architecture: a drive of memorial experience ." In 8º Congreso Internacional de Arquitectura Blanca - CIAB 8. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/ciab8.2018.7604.

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La arquitectura puede introducirnos en la experiencia de la memoria; memoria como reflexión, y arquitectura como dispositivo para la experiencia memorial a la vez que contenedor de la información. Cada objeto es definido en un proceso en el que considerar diversos actores, sus voluntades, opciones y experiencias. Es el caso de las obras que aborda este trabajo, en las que evidenciar e interrogarnos sobre el gesto arquitectónico, la memoria evocada y su interpretación social. Obras que han alcanzado notoriedad por diferentes motivos: como la Sala del Recuerdo, de Arieh Elhanani, Arieh Sharon y Benjamin Idelson (1961) en Yad Vashem, Jerusalén; por su significado científico e histórico, como el Museo de Historia del Holocausto, también en Yad Vashem, de Moshé Safdie (2005); por su relevancia cultural o arquitectónica, como el Museo Judío (Ampliación del Museo de Berlín con el Departamento del Museo Judío) de Daniel Libeskind en Berlín (1999); e incluso por la controversia que han suscitado, como el Monumento en Memoria de los Judíos Asesinados de Europa, también en Berlín, conocido como el Monumento del Holocausto, de Peter Eisenman (2004).***Architecture can introduce us to the experience of memory; memory as reflection, and architecture as a drive for the experience of remembering as well as a container of information. Each object is de ned in a process in which different actors, their wills, options and experiences, are taken into account. This is the case of the artworks addressed by the present communication, in which we reveal and ask ourselves about the architectural gesture, the evoked memory and its social interpretation. Artworks that have achieved prominence for different reasons, such as the Hall of Remembrance, of Arieh Elhanani, Arieh Sharon and Benjamin Idelson (1961) in Yad Vashem, Jerusalem; for its scientific and historical significance, such as the Holocaust History Museum, also in Yad Vashem, by Moshe Safdie (2005); for its cultural or architectural relevance, such as the Jewish Museum (Extension of the Berlin Museum with the Department of the Jewish Museum) by Daniel Libeskind in Berlin (1999); and even because of the controversy they have raised, such as the Memorial to the Murdered Jews of Europe, also in Berlin, known as the Holocaust Memorial, by Peter Eisenman (2004).
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Anuradha Nanomi Arachchige, Isuri, Le Ha, Ruslan Mitkov, and Johannes-Dieter Steinert. "Enhancing Named Entity Recognition for Holocaust Testimonies through Pseudo Labelling and Transformer-based Models." In HIP '23: 7th International Workshop on Historical Document Imaging and Processing. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3604951.3605514.

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Turpin, Joe. "Uncovering the History of the Nazi Holocaust in Senegal Through Artistic and Historical Research." In Arts Research Africa 2022 Conference Proceedings. Arts Research Africa, 2022. http://dx.doi.org/10.54223/10539/35899.

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This paper describes the author’s residency in Dakar, Senegal, where he created artworks in response to the history of anti-Semitic laws and the Sébikhotane concentration camp, established by the Vichy French Colonial Regime in West Africa. The artworks aim to inform audiences about this littleknown history and use symbolism that Senegalese people can relate to. The paper discusses the research conducted, the positive reception of the artworks, and the author’s role as an artist, researcher, and performer. The paper also provides descriptions and explanations of some of the artworks created during the residency.
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Im, AeDuck. "Cross-Cultural Comparison of Historical Trauma: Focused on trauma in Jeju 4.3 and Holocaust Survivor's Autobiographical Works." In Advanced Science and Technology 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.150.37.

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Brun, Hélène, and Martine Leguilloux. "Rituels sacrificiels et offrandes animales dans le Sarapieion C de Délos." In Bones, behaviour and belief. The osteological evidence as a source for Greek ritual practice. Swedish Institute at Athens, 2013. http://dx.doi.org/10.30549/actaath-4-55-13.

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In 2001, 2002 and 2004 two hearth altars (escharones) were excavated in the Sarapieion C on the island of Delos in Greece. They contained remains of sacrifices, notably rich zooarchaeological evidence, which has thrown light on the rituals practised in this sanctuary. The inscriptions are silent on this matter and the study of the bone assemblage thus constitutes important evidence. The rituals involved sacrifices of poultry (Gallus domesticus), making up 90% and 70% of the bone material collected in each hearth altar deposit, respectively. These poultry sacrifices were combined with those of small ruminants and pigs. The handling of the victims differed according to the species: the cocks and hens were consecrated whole while only parts of the sheep and the pigs were offered. The two altars excavated in the Sarapieion C do not belong to the same period and a study of the bone evidence brings out distinctions between them. The oldest altar was no doubt abandoned when the younger one was brought into use, probably at the end of the 2nd century BC. It is interesting to note such differences that perhaps are to be explained by the development of the ritual practices in the sanctuary during the 2nd century BC. The zooarchaeological material also gives information on the performance of the sacrifices, which differed in accordance with the animal species involved. All the bones from gallinaceous birds show traces of carbonization and these burnt bones indicate sacrifices of entire animals, of the holocaustic kind. The bone evidence from the small ruminants and pigs are partially burnt and some bones are even unburnt, which indicates only a selective burning of the bodies. One can of course compare the sacrificial practices identified in the Sarapieion C on Delos with those studied at other sanctuaries dedicated to the same divinities and thus demonstrate the presence of a possible “koine” in Isis worship. However, similar sacrifices were also performed in cults of healing deities (foremost in sanctuaries of Asklepios). Historical interpretation should thus proceed with caution.
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Reports on the topic "Historical - Holocaust"

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Stelmakh, Marta. RUSSIA’S GENOCIDAL WAR AGAINST UKRAINE: THE QUESTION OF QUALIFICATION (BASED ON TIMOTHY SNYDER’S WORKS). Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12157.

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The article analyses the topic of the genocidal policy and actions of the Russian Federation on the territory of Ukraine in the works of Timothy Snyder. The subject of the research is the genocidal component of the Russian-Ukrainian war, as well as the reasons and evidence of the genocidal intentions of the Russian authorities in Timothy Snyder’s reasoning. The objective of the study is to establish the specifics of the elucidation of the reasons and evidence of the genocidal component in Russia’s policy against Ukraine in the scientist’s writings. The following methods were used in the process of scientific research: systematic, comparative, content analysis, historical, and their combination. The research highlights the main theses and ideas of the author regarding the facts of Russia’s expansionist position against Ukraine. Moreover, the study specifies the main theses of the author, which he uses to explain the reluctance of the world community to recognise the war in Ukraine as genocidal. In addition to this, the research states and describes nine features presented by Timothy Snyder to prove the intentions of the Russian Federation to exterminate Ukrainians as a nation. He also notes that the authorities of the terrorist country are doing everything to deprive the concepts of “Nazi” and “genocide” of any meaning, as well as make sure that the history of the Holocaust or the Second World War does not bring any lessons to future generations. The findings of our research are important for journalists and scholars who cover and examine the Russian-Ukrainian War and its historical context. In addition, they will aid our country in confronting the propaganda and lies spread by the Russian Federation, because Timothy Snyder explores the topic of Ukraine, as well as the longevity of Russian-Ukrainian relations in his works. Keywords: Russian-Ukrainian war; genocide; propaganda; Timothy Snyder.
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Velychko, Zoriana, and Roman Sotnyk. LINGUISTIC PRESENTATION AND TERMINOLOGICAL ASPECTS OF THE HOLODOMOR OF THE 1920s AND 1930s. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12166.

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The article reveals and analyses a wide range of terms for the Holodomor of the 1920s and 1930s in Ukraine. The main objectives of the study are to find out the peculiarities of the linguistic presentation of the Holodomor phenomenon in scientific, popular science, and journalistic discourses, and to reveal semantic differences in the use of various terms for the Holodomor used in different languages. The main methodological bases of the study are linguistic analysis, socio-cultural method, qualitative content analysis, comparative method, etc. The method of retrospection must be used to substantiate the hypothesis. Thus, the reasons for the formation of the semantic contours of the terms “Holodomor”, “Famine”, “Great Famine”, “Terror by Famine”, “Big Hunger”, etc. were clarified. At the same time, the semantic nuances of word use are identified. As a conclusion, the authors substantiate the fundamental importance of using the term “Holodomor-genocide” in scientific circulation as the one that most accurately represents the essence of the historical phenomenon of the Holodomor. Based on the analysis of the documents, the content of the term “genocide” is formulated. It is explained that the Holodomor is genocide of the Ukrainian people, just as the Holocaust is genocide of the Jewish people. The authors prove the anti-Ukrainian orientation of the consistent and deliberate policy of Stalin and his followers against the Ukrainian nation, which culminated in the murder by starvation. These research findings are significant not only for the development of Ukrainian terminology or international terminology. They are also of great importance for modern politics, political science and historiography, and jurisprudence, especially in the context of a new genocide – the Russian Federation’s full-scale war of aggression against Ukraine. Keywords: Holodomor; genocide; Ukraine; Stalin’s terror; terminology.
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