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The Palgrave Handbook of History and Social Studies Education pp 511–540Cite as

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Reasonable Interpretations or Emotional Identification? Using Video Testimony in History Lessons

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Abstract

In the context of German historical sciences (Geschichtswissenschaft) and history education (Geschichtsdidaktik), there is a tension between emotion and cognition, which this chapter reviews by way of problematizing the field. Thereafter, it looks at how this tension is mirrored in history curricula before presenting a case study that describes the interaction between a history teacher, his adult students, and parts of a testimony of a video-recorded Shoah (Holocaust) witness. Finally, some aspects of this case study are highlighted, focussing on the cognitive-emotional duality, as well as on the participants’ own reflections on the lessons. Conclusions are drawn about what this unique type of sense-making process can achieve, namely a kind of restoration of a person’s humanity, both that of the victim and of the perpetrator. As such, using testimonies could be a step toward learning how to act out democracy by learning to recognize the humanity in others, despite all the differences.

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Notes

  1. 1.

    Samuel Wineburg, Historical Thinking and Other Unnatural Acts (Philadelphia: Temple University Press, 2001).

  2. 2.

    David Lowenthal, “Dilemmas and Delights of Learning History.” In Knowing, Teaching and Learning History, National and International Perspectives, ed. Peter Stearns, Peter Seixas and Samuel Wineburg, 63–82 (New York and London: New York University Press, 2000).

  3. 3.

    Kieran Egan, “Memory, Imagination, and Learning: Connected by the Story.” Phi Delta Kappan 70, no. 6 (1989): 455–459; White Hayden, “The Question of Narrative in Contemporary Historical Theory.” History and Theory 23, no. 1 (1984): 1–33.

  4. 4.

    Jörn Rüsen, “Emotional Forces in Historical Thinking: Some Metahistorical Reflections and the Case of Mourning.” Historein 8 (2008): 41–53.

  5. 5.

    Gerhard Roth, “Willensfreiheit und Schuldfähigkeit aus Sicht der Hirnforschung.” In Das Gehirn und seine Freiheit. Beiträge zur neurowissenschaftlichen Grundlegung der Philosophie, eds. Gerhard Roth and Klaus-Jürgen Grün, 9–27 (Göttingen: Vandenhoeck & Ruprecht, 2009).

  6. 6.

    Brian Dias and Kerry Ressler, “Parental olfactory experience influences behavior and neural structure in subsequent generations.” Nature Neuroscience 17, no. 1 (2014): 89–96.

  7. 7.

    This comes with its own challenges, as I am constantly oscillating between two language–culture worlds, translating and interpreting complex and highly abstract German sources and trying to make them intelligible to an English readership.

  8. 8.

    Notwithstanding the differences between these two terms referring to the same historical event, for the sake of this chapter, I will treat them interchangeably.

  9. 9.

    Ute Frevert, “Was haben Gefühle in der Geschichte zu suchen?” Geschichte und Gesellschaft 35, no. 2 (2009): 183–208.

  10. 10.

    It is a purposefully provocative formulation and the author challenges this assumption.

  11. 11.

    Nießer, Jacqueline and Juliane Tomann, “Public and Applied History in Germany. Just Another Brick in the Wall of the Academic Ivory Tower?” The Public Historian 40, no. 4 (2018): 11–27.

  12. 12.

    Christiane Bertram, Wolfgang Wagner and Ulrich Trautwein, “Learning Historical Thinking With Oral History Interviews: A Cluster Randomized Controlled Intervention Study of Oral History Interviews in History Lessons.” American Educational Research Journal 54, no. 3 (2017): 444–484.

  13. 13.

    Juliane Brauer and Martin Lücke, eds. Emotionen, Geschichte und historisches Lernen. Geschichtsdidaktische und geschichtskulturelle Perspektiven (Göttingen: Vandenhoeck & Ruprecht Unipress, 2013), 15.

  14. 14.

    David Patterson, Hebrew Language and Jewish Thought (New York: Routledge-Curzon, 2005), 105.

  15. 15.

    Yvonne Thorhauer, “Ethische Implikationen der Hirnforschung.” In Das Gehirn und seine Freiheit. Beiträge zur neurowissenschaftlichen Grundlegung der Philosophie, eds. Gerhard Roth and Klaus-Jürgen Grün, 67–81 (Göttingen: Vandenhoeck & Ruprecht, 2009), 67.

  16. 16.

    Volker Schönert and Susanne Weckwerth, “Emotionale Überwältigung?” In Erschrecken – Mitgefühl – Distanz. Empirische Befunde über Schülerinnen und Schüler in Gedenkstätten und zeitgeschichtlichen Ausstellungen, ed. Bert Pampel, 283–305 (Leipzig: Leipziger Universitätsverlag, 2011).

  17. 17.

    Ibid.

  18. 18.

    Jörn Rüsen, “Emotional Forces in Historical Thinking: Some Metahistorical Reflections and the Case of Mourning.” Historein 8 (2008).

  19. 19.

    Ibid., 42.

  20. 20.

    Ibid.

  21. 21.

    Ibid.

  22. 22.

    Ibid.

  23. 23.

    David Patterson, Hebrew Language and Jewish Thought (New York: Routledge-Curzon, 2005), 170.

  24. 24.

    Ibid.

  25. 25.

    Ibid.

  26. 26.

    Alvin H. Rosenfeld, The Americanization of the Holocaust (Michigan: Jean and Samuel Frankel Center for Judaic Studies, 1995), 8.

  27. 27.

    Horst Gies, “Emotionalität versus Rationalität?” In Emotionen und historisches Lernen, eds. Berndt Mütter and Uwe Uffelmann, 27–40 (Hannover: Hahnsche Buchhandlung, 1992).

  28. 28.

    Ibid., 39.

  29. 29.

    These four (high) school forms differ in their foci, ranging in emphasis from teaching theoretical to more practical skills, depending on the learners’ abilities and aspirations. High school starts in the 5th grade, which is also the time when families have to decide which school form their child should attend. It is always possible to move across these forms and everyone has an opportunity to study further after the 12th or 13th grade, or to pursue a technical profession after the 10th grade, attending specialised colleges.

  30. 30.

    Monique Eckmann and Oscar Österberg, “Research in German.” In Research in Teaching and Learning about the Holocaust. A Dialogue Beyond Borders, eds. by Monique Eckmann, Doyle Stevick and Jolanta Ambrosewicz-Jacobs, 37–54 (Berlin: International Holocaust Remembrance Alliance, 2017), 37.

  31. 31.

    Andreas Körber, “German History Didactics: From Historical Consciousness to Historical Competencies – and Beyond?” In Historicizing the Uses of the Past. Scandinavian Perspectives on History Culture, Historical Consciousness and Didactics of History Related to World War II, eds. Bjerg, Helle, Claudia and Erik Thorstensen, 145–164 (Bielefeld: transcript Verlag, 2011) 151.

  32. 32.

    Meik Zülsdorf-Kersting, “‘Weil das eben die Befehle sind’. Jugendliche erklären das Täterhandeln im Holocaust. Empirische Befunde.” Medaon 5, no. 3 (2009): 14. January 27, 2020. http://www.medaon.de/de/artikel/weil-das-ebend-die-befehle-sind-jugendliche-erklaeren-das-taeterhandeln-im-holocaust-empirische-befunde/

  33. 33.

    Thomas Schlag and Michael Scherrmann, eds. Bevor Vergangenheit vergeht. Für einen zeitgemäßen Politik- und Geschichtsunterricht über Nationalsozialismus und Rechtsextremismus (Schwalbach am Taunus: Wochenschau Verlag, 2005), 5.

  34. 34.

    Astrid Messerschmidt, “Selbstbilder zwischen Unschuld und Verantwortung. Beziehungen zu Täterschaft in Bildungskontexten.” In Nationalsozialistische Täterschaft. Nachwirkungen in Gesellschaft und Familie, eds. by Oliver von Wrochem and Christine Eckel, 115–133 (Berlin: Metropol Verlag, 2016), 116–117.

  35. 35.

    Körber, Andreas, “German History Didactics: From Historical Consciousness to Historical Competencies – and Beyond?” In Historicizing the Uses of the Past. Scandinavian Perspectives on History Culture, Historical Consciousness and Didactics of History Related to World War II, eds. Bjerg, Helle, Claudia and Erik Thorstensen, 145–164 (Bielefeld: transcript Verlag, 2011), 69.

  36. 36.

    Wolfgang Messeth, and Matthias Proske, “Mind the Gap: Holocaust education in Germany, between pedagogical intentions and classroom interactions.” Prospects 40 (2010): 201–222.

  37. 37.

    Ministry of Culture, “Unterricht über Nationalsozialismus und Holocaust.” November 2005: 34. Accessed 27 January 2020. http://www.kmk.org/fileadmin/Dateien/pdf/Bildung/AllgBildung/Zusammenfassung-Holocaust-November-05_01.pdf

  38. 38.

    Georg, Lind, “Moral- und Demokratiefähigkeit –Eine Schlüsselkompetenz in und für die Lehrer(aus)bildung.” 2009. Accessed January 27, 2020. https://www.uni-konstanz.de/ag-moral/pdf/Lind-2009_lehrerbildung_moralkompetenz.pdf

  39. 39.

    Alun Munslow, A History of History (London and New York: Routledge, 2012).

  40. 40.

    Jörn Rüsen, “Emotional Forces in Historical Thinking: Some Metahistorical Reflections and the Case of Mourning.” Historein 8 (2008): 50.

  41. 41.

    Schreiber Waltraud, “Ein Kompetenz-Strukturmodell historischen Denkens.” Zeitschrift für Pädagogik 54, no. 2 (2008): 205.

  42. 42.

    Barricelli, Michele, Juliane Brauer and Dorothee Wein, “Zeugen der Shoah: Historisches Lernen mit lebensgeschichtlichen Videointerviews. Das Visual History Archive des Shoah Foundation Institute in der schulischen Bildung.” Meadon 5, no. 5 (2009). http://www.medaon.de/de/artikel/zeugen-der-shoah-historisches-lernen-mit-lebensgeschichtlichen-videointerviews-das-visual-history-archive-des-shoah-foundation-institute-in-der-schulischen-bildung/

  43. 43.

    All names are pseudonyms.

  44. 44.

    In Germany some schools require 12 and others 13 grades for completion, qualifying students for entrance to university.

  45. 45.

    For more detail on these educational materials and the DVDs, see Morgan, 2017, 90.

  46. 46.

    Oberhuber, Florian and Krzyzanowski, Michal. “Discourse analysis and ethnography.” In Qualitative Discourse Analysis in the Social Sciences, eds. Ruth Wodak and Michal Krzyzanowski, 182–203 (New York: Palgrave Macmillan, 2008).

  47. 47.

    Ibid.

  48. 48.

    Morgan, Katalin Eszter, “Guilt(y) today? What some German youths say after virtual encounters with Shoah survivors.” Journal of Historical Sociology 31, no 4 (2018): 436–454.

  49. 49.

    As a requirement for all PhDs in Germany, the dissertation was published as a book. On amazon.de there are mainly two types of reviews of this book: five star and one star and both types are written with an equal amount of passion. This reflects the controversy that this topic still ignites in German Erinnerungskultur. Leonie won a dissertation prize in 2015, awarded by the “Association for Women in History and Gender Studies.”

  50. 50.

    This was especially the case in the western zones. In the GDR the Red Army drew on the socialist view of women as equal workers alongside men and thus obligated women as well as men in the manual clearing of the rubble, understood as expiatory work.

  51. 51.

    The image can be seen here: http://www.ravensbrueckerinnen.at/wp-content/uploads/2013/04/Zugangsblock-Atie-Siegenbeek-van.jpg. It is housed at the Rijksmuseum in Amsterdam.

  52. 52.

    Julia Lentini’s full video-interview by the USC Shoah Foundation was available on YouTube at the time of writing this chapter on https://www.youtube.com/watch?v=24H25wImOsU. The sequence described here starts at 53′35″.

  53. 53.

    The whole recording of the VHA archive is over three hours long and the edited version on the educational DVD is 30 minutes long.

  54. 54.

    Harald Welzer, Das kommunikative Gedächtnis. Eine Theorie der Erinnerung (München: Verlag C. H. Beck, 2011), 162.

  55. 55.

    Ibid.

  56. 56.

    Langer Lawrence, “Hearing the Holocaust.” Poetics Today 27, no 2 (2006): 299.

  57. 57.

    Ibid., 303.

  58. 58.

    Jörn Rüsen, “Emotional Forces in Historical Thinking: Some Metahistorical Reflections and the Case of Mourning.” Historein 8 (2008): 43.

  59. 59.

    Alon Confino, A World Without Jews. The Nazi Imagination from Persecution to Genocide (Yale: Yale University Press, 2014).

  60. 60.

    Dori Laub, “An Event Without a Witness: Truth, Testimony and Survival.” In Testimony: Crises of Witnessing in Literature, Psychoanalysis, and History, eds. Shoshana Felman and Dori Laub, 75–92 (New York: Routledge, 1992), 79.

  61. 61.

    Annette Wieviorka, The Era of the Witness. Translated from the French by J. Stark (Ithaca and London: Cornell University Press, 2006), 108–09.

  62. 62.

    Geoffrey Hartmann, “The Humanities of Testimony: An Introduction.” Poetics Today 27, no. 2 (2006): 251.

  63. 63.

    Björn Krondorfer, “Is forgetting reprehensible? Holocaust remembrance and the task of oblivion.” Journal of Religious Ethics 36, no. 2 (2008): 243.

  64. 64.

    Jörn Rüsen, “Emotional Forces in Historical Thinking: Some Metahistorical Reflections and the Case of Mourning.” Historein 8 (2008): 49.

  65. 65.

    Ibid., 242.

  66. 66.

    Ibid., 254.

  67. 67.

    Krondorfer is referring here to Volf’s (1996:131) notion that “if the perpetrators remember rightly, the memory of their wrongdoing will help restore their guilty past and transform it into the soil on which a more hopeful future can grow.”

  68. 68.

    Ibid., 255.

  69. 69.

    Ibid.

  70. 70.

    Annette Wieviorka, The Era of the Witness. Translated from the French by J. Stark (Ithaca and London: Cornell University Press, 2006), 32.

  71. 71.

    Ibid.

  72. 72.

    Katalin Eszter Morgan, “Guilt(y) today? What some German youths say after virtual encounters with Shoah survivors.” Journal of Historical Sociology 31, no 4 (2018): 449.

  73. 73.

    Geoffrey Hartmann, “The Humanities of Testimony: An Introduction.” Poetics Today 27, no. 2 (2006): 250.

  74. 74.

    Bertram, Christiane, Wolfgang Wagner and Ulrich Trautwein, “Learning Historical Thinking With Oral History Interviews: A Cluster Randomized Controlled Intervention Study of Oral History Interviews in History Lessons.” American Educational Research Journal 54, no. 3 (2017): 472–473.

  75. 75.

    Annette Wieviorka, The Era of the Witness. Translated from the French by J. Stark (Ithaca and London: Cornell University Press, 2006), 131.

  76. 76.

    Lawrence Langer, “Hearing the Holocaust.” Poetics Today 27, no. 2 (2006): 297.

  77. 77.

    Henry Greenspan, Sara Horowitz, Éva Kovács, Berel Lang, Dori Laub, Kenneth Waltzer and Annette Wieviorka, “Engaging Survivors: Assessing ‘Testimony’ and ‘Trauma’ as Foundational Concepts.” Dapim: Studies on the Holocaust 28, no. 3 (2014): 215.

  78. 78.

    Bernhard Giesen, “The Trauma of Perpetrators. The Holocaust as the traumatic Reference of German National Identity.” In Cultural Trauma and Collective Identity, ed. Jeffrey C. Alexander, Ron Eyerman, Bernhard Giesen, Neil J. Smelser, and Piotr Sztompka, 112–154 (Berkeley: University of California Press, 2004).

  79. 79.

    Jörn Rüsen, “Emotional Forces in Historical Thinking: Some Metahistorical Reflections and the Case of Mourning.” Historein 8 (2008): 47.

  80. 80.

    Ibid.

  81. 81.

    David Patterson, Anti-Semitism and its Metaphysical Origins (New York: Cambridge University Press, 2015), 5.

  82. 82.

    Jörn Rüsen, “Emotional Forces in Historical Thinking: Some Metahistorical Reflections and the Case of Mourning.” Historein 8 (2008): 50.

  83. 83.

    David Patterson, Anti-Semitism and its Metaphysical Origins (New York: Cambridge University Press, 2015).

  84. 84.

    Ibid., 12.

  85. 85.

    Ibid., 119.

  86. 86.

    Jörn Rüsen, “Emotional Forces in Historical Thinking: Some Metahistorical Reflections and the Case of Mourning.” Historein 8 (2008): 51.

  87. 87.

    Ibid., 48.

  88. 88.

    Hanna Yablonka, “The Reception of Holocaust Testimony in Israel.” In Video Interviews about Nazi Crimes. Perspectives and Experiences in Four Countries, eds. Dagi Knellessen and Ralf Possekel, 27–46 (Berlin: Stiftung EVZ, 2015), 44.

  89. 89.

    Lawrence Langer, Holocaust Testimonies: The Ruins of Memory (New Haven and London: Yale University Press, 1991), xiii.

  90. 90.

    Ibid., 5.

  91. 91.

    Ibid.

  92. 92.

    Langer Lawrence, “Hearing the Holocaust.” Poetics Today 27, no 2 (2006): 308.

  93. 93.

    Jörn Rüsen, “Emotional Forces in Historical Thinking: Some Metahistorical Reflections and the Case of Mourning.” Historein 8 (2008): 50.

  94. 94.

    Singer-Gabella Marcy, “The art(s) of historical sense.” Journal of Curriculum Studies 27, no. 2 (1995): 154.

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  1. Independent Researcher, Essen, Germany

    Katalin Eszter Morgan

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  1. Department of Liberal Arts, Rocky Mountain College of Art + Design, Denver, CO, USA

    Christopher W. Berg

  2. The Richard W. Riley College of Education and Leadership, Walden University, Minneapolis, MN, USA

    Christopher W. Berg

  3. Faculty of Education, Queen’s University, Kingston, ON, Canada

    Theodore M. Christou

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Morgan, K.E. (2020). Reasonable Interpretations or Emotional Identification? Using Video Testimony in History Lessons. In: Berg, C.W., Christou, T.M. (eds) The Palgrave Handbook of History and Social Studies Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-37210-1_20

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  • DOI: https://doi.org/10.1007/978-3-030-37210-1_20

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