ABSTRACT

It is generally agreed that learning about the Holocaust has some impact on students. However, discussions about the nature and magnitude of impact tend to be intuition-based rather than evidence-based. This is exacerbated by studies giving insight into how Holocaust education is related to salient variables rather than studies which demonstrate that teaching and learning about the Holocaust directly result in particular outcomes. Additionally, studies have drawn on small samples or presented findings which rely only on participants’ own perceptions of impact rather than actual impact measurement. These issues have contributed to a muddled and contestable narrative about impact in this field. This paper explores the complexities of studying the impact of Holocaust education, considers the feasibility of using randomised control trials, and appeals to those working in the field to be mindful of making and accepting spurious claims about impact.

摘要

人们普遍认为，了解大屠杀会对学生产生一些影响。但是，关于影响的性质和程度的讨论往往基于直觉而不是基于证据。研究使人们了解大屠杀教育与显着变量之间的关系，而不是证明对大屠杀的教与学直接导致特定结果的研究加剧了这种情况。此外，研究仅取材于小样本或提出的发现，这些结果仅取决于参与者对影响的看法，而不是实际影响的测量。这些问题使人们对该领域的影响产生了混乱和可争辩的叙述。本文探讨了研究大屠杀教育影响的复杂性，考虑了使用随机对照试验的可行性，