Abstract
Having lived through both World War I and II, Dewey was well aware of what could happen when democracy was not the basis of a society and insisted that schools had to be run democratically, limiting authoritarian relationships within them. This chapter explores fundamental Holocaust history, how that history has been brought into the classroom, and argues that the Holocaust should be taught with a focus on stimulating critical thought, promoting democratic involvement, and finding universal truths in the particular. It closes with a reminder that democratic participation is a vital aspect of individual freedom.
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Parker, J. (2022). Dewey, Democracy, and Holocaust Education. In: Pellegrino, A., Parker, J. (eds) Teaching and Learning Through the Holocaust. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-72636-2_6
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