ABSTRACT
The results of the learning process, the lessons, are not any one knowledge of past events. Rather, the concept of historical lessons emphasises that history supplies students with information, knowledge, skills, attitudes, and notions that are supposed to be useful in their lives. Historical learning is engineered within the boundaries of historical culture, the arena in which a society evaluates what history is worth teaching and learning, researching, debating, or in other ways communicating. Naturally, the results and products of these activities belong to arena of historical culture as well. In scholarly discourse, much attention has been devoted to the borderline events or events at the limits, which are considered as historical crossroads, turning points, historical origins, fractures, and catastrophes that challenge our traditional concepts and categories and shatter their credibility. According to most Holocaust historians, advent of a genocidal ideology, a racial radicalisation, and the outbreak of war, is crucial aspects we should identify along the genetic line.
