Abstract
This article explores the question of how to teach about the Holocaust as a historical event that is relevant to the reality we face today. This article suggests some methodical principles that allow students to study the Holocaust in a personally meaningful way. In addition, it is recommended to teach about actors (using this term instead of the educationally misleading term bystander) and to analyze their attitudes towards unfolding events. The way actors (institutions as well as individuals) relate to what happens in their milieu, constitutes a strong connection between past and contemporary tragedies
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