Cultural Implications of the Holocaust in the USA, Israel and Europe 4219-SD161

Students gain in-depth and detailed knowledge (including terminology, theory and methodology) in various aspects of cultural anthropology and philosophy, particularly different aspects of history of Jews in the USA and ways of its transmission. Students gain also knowledge of different strategies of creation of identity. Students learn to construct strategies of dialogue with representatives of different cultures; is open to new phenomena and new ideas in the area of Holocaust studies; understand the importance of history for a citizen of a democratic country; understands the role of cultural analysis in the context of memory studies in the United Sates; has advanced interdisciplinary analysis skills and is able to use those skills to prepare academic paper or talk concerning the topic of the memory; is able to explain differences in understanding the memory studies and employing appropriate literature; formulates research hypotheses and evidences them basing on historical date; is able to independently attain knowledge, develop skills and embark upon actions aimed at mutual understanding of different ethnic and national groups; can actively popularize knowledge about the historical memory; formulates critical arguments on topics related to the memory studies.
a) knowledge
Upon completing this course a student has an introductory theoretical knowledge of the problem of Judaism, knows basic terminology connected with the history of Jews, has an in-depth knowledge of the place and meaning of different schools and methods connected with the study of Holocaust, knows advanced methods and research tools used to describe this phenomenon, recognized the dynamics and consequences of changes in understanding of the past, understands the phenomenon of structuring the memory, knows the history of Holocaust in America understands the role of the national history in American culture, recognized the dynamics and consequences of changes in understanding of the past and is aware of the comprehensive nature of the memory not only in America but also in the world.
b) skills
Upon completing this course a student is able to research and analyze different theories, has advanced interdisciplinary analysis skills and is able to use those skills to prepare an academic article or presentation, identifies and recognizes relations between different theories and political choices, formulates research hypotheses and evidences them basing on knowledge, formulates his or her own judgments concerning the history and the way how it is understood in the United States, critically analyzes and interprets various proposition concerning the Holocaust, formulates critical arguments on topics related to the way how the memory is understood, has an ability to prepare a debate concerning the history and the way how it is interpreted employing theoretical skills
c) social competences
Upon completing this course a student is able to cooperate and work in a group, performing and preparing the debate, is able to properly plan and undertake research, understand the importance of solid research for a citizen of a democratic country, understands and appreciates the role of collaboration for successful participation in the life in the Unites States, understands the importance of social activity and critical in the USA, demonstrates respect for different opinions and understanding of democratic debate and actively participates in it, understands the need for continuous learning in the area of history und culture, completes and improves his or her knowledge of contemporary life and social development.

Each lesson unit is a separate whole, although they are closely related to each other. Participants are expected not only to read the assigned material, but also to actively and critically participate in the classes. The assessment will cover class participation, the ability to critically analyze the proposed texts, and creativity in suggesting additional materials.
Final presentation 80%
Class attendance and participation 20%

Gilbert Achcar. The Arabs and the Holocaust. 2009
Hannah Arendt, Eichmann in Jerusalem. A Report on the Banality of Evil. 1963
Zygmunt Bauman. Modernity and the Holocaust. 1999
John Cornwell. Hitler’s Pope. The Secret History of Pius XII. 2000
Daniel J. Goldhagen. A Moral Reckoning. 2004
Jules Isaak, The Teaching of Contempt. Christian Roots of Anti-Semitism. 1965
Berl Lang,. The Future of the Holocaust. Between History and Memory. 1999
Dominick LaCapra. History and Memory after Auschwitz. 1998
Michael L. Morgan. Beyond Auschwitz. 2009
Peter Novick. The Holocaust in American Life
Michael Phyayer. The Catholic Church and the Holocaust
Michael Rothberg, Multidirectional Memory. Remembering the Holocaust in the Age of Decolonization. 2009
Richard L. Rubenstein. After Auschwitz. Radical Theology and Contemporary Judaism. 1966.
Rosemary Ruether. Faith and Fratricide. 1974

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 4219-SD161 in USOSweb