ABSTRACT
Within the framework of the present book it is impossible to examine all of the didactic aspects of teaching about the Holocaust. We have chosen to deal here with those aspects that, in our opinion, are important for the success of such teaching—sometimes even decisively so—and comprise the “criteria of success” (which is a complex subject in its own right). Anyone engaged in the didactic aspects of teaching the Holocaust in Israel has discovered the great depth and breadth of the gaps between “theory” and “practice” in this field. Thus, for example, although historians and senior educators called for Jewish history to be taught within the framework of world history as long ago as the mid-1960s, this was begun in practice in the education system only at the end of the 1990s.
