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ホロコースト教育のデジタル化という不気味情報（イスラエルの有力紙ハアレツ）
シオニスト、ユダヤ人主流、極右イスラエルは、この大嘘の思想教育なしには、存在基盤を失うのである。
それにしても、以下の記事の中で、ブッヘンヴァルド収容所の「生き残り」の話が出てくるが、ドイツ国内の収容所には、ガス室は無かったと認められているのである。
その「生き残り」の家族のほとんどは「ホロコーストの中で絶滅した」(perished in the Holocaust)となっているが、ガス室に依らないホロコーストもあったという主張になるのであろうか。
この種の
拙著、拙訳を参照されたい。
http://www.jca.apc.org/~altmedka/aus
『アウシュヴィッツの争点』
http://www.jca.apc.org/~altmedka/nise
『偽イスラエル政治神話』
以下で販売中
http://www.jca.apc.org/~altmedka/hanbai.html
木村書店
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http://www.haaretz.com/hasen/spages/592450.html
Holocaust education goes digital
By Amiram Barkat
Last Thursday, Yehoshua Bichler, a Holocaust survivor and member of Kibbutz Lehavot Haviva, addressed a group of high schoolers in Frankfurt, Germany. Bichler recounted how he managed to survive as a prisoner in the Buchenwald concentration camp and recalled the fate of his family, most of whom perished in the Holocaust.
Bichler has been appearing before German pupils since the 1990s, but this time was different. Instead of traveling to Europe, Bichler gave his testimony through a new videoconference service inaugurated at Yad Vashem Holocaust Martyrs' and Heroes' Remembrance Authority in Jerusalem.
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During the broadcast, the German students could chat with Bichler and ask him questions. Teachers and researchers from Yad Vashem's International School for Holocaust Studies, who sat beside Bichler, added explanations and answered more general questions.
Thursday's broadcast was experimental, but Yad Vashem plans to make videoconferencing a central tool for teaching Holocaust studies around the world. Its primary role will be in helping to train teachers. Yad Vashem is largely known for its museum and research activity, but the area in which it actually invests most of its resources today is education. In recent years, groups of teachers from all over Europe have been coming to the International School for Holocaust Studies for two-week training seminars. Yad Vashem has learned over time to adapt the seminars for each group according to its country of origin and the members' professional background, taking into account that the Holocaust and its lessons may be learned not only in history class, but also through literature and art.
Some 400 European teachers took part in Yad Vashem workshops over the past school year. This is an impressive increase over previous years, but Yad Vashem concedes that any real change in the level of Holocaust studies in Europe would require training a much greater number of teachers. One obstacle preventing that is the limited budget for teachers' tuition and board.
Another problem is Israel's security and political situation. "Since the outbreak of the second intifada and until last year there were many groups of teachers, mostly from Western Europe, that announced they would not come `because of the situation,'" says Dr. Doron Avraham, director of the school's European section. The European section is a new department that was established thanks to a donation from the International Commission on Holocaust-Era Insurance Claims. The commission plans to assist Yad Vashem over the next decade in training teachers and preparing materials for educators and pupils in Europe.
Videoconferencing cannot take the place of a visit to Israel, Avraham says, but it can help to prepare for a visit or when visits are not possible. Since introducing videoconferencing in recent weeks, new ideas have been floated for its additional uses besides teacher training, one of these being for student encounters with a Holocaust survivor.
Bichler says a video conversation is not equivalent to a direct meeting. "On video I felt that it is not like talking to students face to face. There were fewer questions and all sorts of interruptions because of technical requirements," he says. Nonetheless, he thinks it is an excellent idea when a physical meeting cannot take place.
Bichler agrees with Avraham that videoconferencing will become increasingly important in the coming years, as aging Holocaust survivors will have greater trouble traveling to Europe to testify before students.
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