In this article the author tries to reconstruct the historical and political context of the Holocaust education, as well as the forms of its practical implementation in schools. The analysis provides him with a changing perception of Holocaust influenced by the social and political situation in Poland. The Polish historical context has a specific character. Firstly, it is often determined by contradictory tendencies - by the long lasting history of neighbourhood and cohabitation of Poles and Jews and by the history of local resentments and animosities. Secondly, the most important factor is a sense of being a special victim of the World War II developed in the Polish society and at the same time the awareness of being an observer of 'the final solutions of the Jewish question' by the Nazis. The remembrance of the Holocaust and its presence in school education were neutralised by the above mentioned different types of social awareness. The article presents the transformation of the Holocaust perception in school education - starting from its understanding as one of many elements of war crime against the inhabitants of Poland as a whole to understanding it as the singular phenomenon of unparalleled mass extermination of the Jewish nation. Holocaust education, its status in the curricula and in didactical practice is analysed from the perspective of this change. In this considerable point the author reports about my his research programme carried out among teachers. Their aim was to reconstruct the practices in terms of the Holocaust education in public schools in Poland and the pedagogical meaning attributed to this kind of education. The Holocaust education should not be limited to the didactical transfer of remembrance but it should be also associated with the transformation of social awareness and modern civic education.
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