文化创伤教育的三个基本论争——以犹太大屠杀的教学为例

Three Fundamental Debates on Cultural Trauma Education: A Case Study of the Jewish Holocaust Teaching

文化创伤是集体成员因对于某个惊恐事件的记忆,觉知到彼此共享的苦难而产生了共同的身份认同,从而在集体意识中留下的创伤印记。本文以犹太大屠杀的教学为例,讨论国外文化创伤教育中的三个基本论争。在教育目标上,主要的争论在于特殊主义和普遍主义的两种不同取向;在年龄适切性上,主要的争论在于何时对学生开展大屠杀教育;在仇恨言论(主要是大屠杀否认言论)的处理上,主要的争论在于是否以及如何使其参与课堂讨论。

Cultural trauma occurs when members of a collectivity feel they have been subjected to a horrendous event that leaves indelible marks on their group consciousness, sharing each other＇s suffering and producing a common identity. This article takes the Jewish holocaust teaching for instance, discussing cultural trauma the three basic debates in cultural trauma education abroad. First, there are two contradictory educational goals which are particularism and universalism. Second, the main debate is when the Holocaust should be taught to the students. Third, intense debate surrounds the issue of if/how hate speech （mainly about holocaust denial） should be discussed in the classroom.