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Auschwitz.33 An important tenet of European education systems entails the thought that a similar tragedy can be averted in the future through historical education and, in particular, the introduction of the Holocaust theme to schools. Topics related to the annihilation of Jews have been introduced to Polish schools, but results still leave much to be desired, as shown by a recent study of our team.34 Ethnicisation of responsibility which, by focusing students’ attention on the national issues, distorts the perception of ideology as the main mechanism responsible for genocide, is a simplification which we as a society cannot afford.
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T. Adorno, “Kulturkritik und Gesellschaft”, in: Prismen. Kulturkritik und Gesellschaft, ed. T. Adorno, Suhrkamp, Berlin–Frankfurt am Main, 1955; Y. Klar, N. Schori‐Eyal, Y. Klar, “The ‘Never Again’ State of Israel: The emergence of the Holocaust as a core feature of Israeli identity and its four incongruent voices”, Journal of Social Issues 69 (2013), pp. 125–143. 34 M. Bilewicz, A. Stefaniak, M. Witkowska, “Polish youth confronting Jewish past: Antagonistic history and pathways to reconciliation”, in: Reconciliation in the Bloodlands, ed. J. Kurczewski, Peter Lang, Frankfurt am Main, 2003; R. Schuchta, „Nauczanie o Holokauście – zalecenia programowe a praktyka szkolna”, in: Nauczanie o Holokauście. Konferencja na Wydziale Nauk Politycznych Wyższej Szkoły Humanistycznej im. Aleksandra Gieysztora w Pułtusku 19 XII 2005, ed. A. Żbikowski, Wyższa Szkoła Humanistyczna im. Aleksandra Geysztora, Pułtusk, 2006, pp. 75–83.