Catastrophe, commemoration and education: On the concept of memory pedagogy

Abstract

Dealing with memories of catastrophes is undoubtedly important for education. Yet, how is such an education possible? On which theoretical basis can we describe it? In this article, I build a bridge between ‘Memory Studies’ and educational studies with regard to the topic of ‘catastrophe’ and thus present a provisional general theory of education, such as ‘Memory Pedagogy’ in analogy to ‘Memory Studies’. After describing the category ‘catastrophe’, I outline the basic differentiation between ‘communicative memory’ and ‘cultural memory’ in the field of Memory Studies. I will demonstrate how this basic differentiation can be connected to education through the concept of ‘Bildung’ in German philosophy. On the basis of these preliminary remarks, I highlight the potential of Memory Pedagogy by interpreting a case of catastrophe education, the project ‘Picture of Atomic Bomb’ (PAB). Based on the analysis of the PAB project, I insist that functions as a generator of communicative memory concerning catastrophes through education. Additionally, I point out that the transition from communicative memory (kommunikatives Gedächtnis) to cultural memory (kulturelles Gedächtnis) in the meaning of Jan and Aleida Asmann can also be observed in the PAB project.