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[link] => https://book.coe.int/en/191-violence-against-women-and-domestic-violence
[name] => Violence against women and domestic violence
[desc] =>
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(
)
)
[3] => Array
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[id] => 176
[link] => https://book.coe.int/en/176-death-penalty
[name] => Death penalty
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(
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[id] => 192
[link] => https://book.coe.int/en/192-trafficking-in-human-beings
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(
)
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[5] => Array
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[6] => Array
(
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(
)
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[2] => Array
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[link] => https://book.coe.int/en/180-democracy-through-law
[name] => Democracy Through Law
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(
)
)
[1] => Array
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[link] => https://book.coe.int/en/181-forum-for-the-future-of-democracy
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(
)
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[2] => Array
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(
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[3] => Array
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[link] => https://book.coe.int/en/186-human-dignity
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[4] => Array
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[id] => 193
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[0] => Array
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[link] => https://book.coe.int/en/194-living-together-diversity-and-freedom-in-europe
[name] => Living Together - Diversity and Freedom in Europe
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(
)
)
[1] => Array
(
[id] => 195
[link] => https://book.coe.int/en/195-european-social-charter
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(
)
)
[2] => Array
(
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[link] => https://book.coe.int/en/205-drugs
[name] => Drugs
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(
)
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[3] => Array
(
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[link] => https://book.coe.int/en/196-migration
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(
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[4] => Array
(
[id] => 190
[link] => https://book.coe.int/en/190-gender-equality
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[5] => Array
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[id] => 197
[link] => https://book.coe.int/en/197-council-of-europe-development-bank
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)
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[6] => Array
(
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(
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[7] => Array
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[link] => https://book.coe.int/en/223-people-with-disabilities
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[5] => Array
(
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[link] => https://book.coe.int/en/198-internet-media
[name] => Internet, Media
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[0] => Array
(
[id] => 199
[link] => https://book.coe.int/en/199-internet
[name] => Internet
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)
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[1] => Array
(
[id] => 200
[link] => https://book.coe.int/en/200-children-and-the-internet
[name] => Children and the Internet
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 201
[link] => https://book.coe.int/en/201-media-freedom
[name] => Media freedom
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(
)
)
[3] => Array
(
[id] => 202
[link] => https://book.coe.int/en/202-cybercrime
[name] => Cybercrime
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(
)
)
)
)
[6] => Array
(
[id] => 203
[link] => https://book.coe.int/en/203-health
[name] => Health
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(
[0] => Array
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[id] => 204
[link] => https://book.coe.int/en/204-bioethics
[name] => Bioethics
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(
)
)
[1] => Array
(
[id] => 206
[link] => https://book.coe.int/en/206-pharmaceutical-and-healthcare-europe
[name] => Pharmaceutical and healthcare Europe
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 207
[link] => https://book.coe.int/en/207-health-protection
[name] => Health protection
[desc] =>
[children] => Array
(
)
)
)
)
[7] => Array
(
[id] => 208
[link] => https://book.coe.int/en/208-culture-heritage-nature
[name] => Culture, Heritage, Nature
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
[name] => European Cultural Convention
[desc] =>
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(
)
)
[1] => Array
(
[id] => 211
[link] => https://book.coe.int/en/211-intercultural-and-interreligious-dialogue
[name] => Intercultural and interreligious dialogue
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(
)
)
[2] => Array
(
[id] => 212
[link] => https://book.coe.int/en/212-biological-diversity-bern-convention
[name] => Biological diversity - Bern Convention
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 214
[link] => https://book.coe.int/en/214-climate-change
[name] => Climate change
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(
)
)
)
)
[8] => Array
(
[id] => 215
[link] => https://book.coe.int/en/215-council-of-europe-and-the-eu
[name] => Council of Europe and the EU
[desc] =>
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(
[0] => Array
(
[id] => 216
[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
[name] => Council of Europe and European Union : different roles, shared values
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
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[link] => https://book.coe.int/en/217-eu-accession-to-the-european-convention-on-human-rights
[name] => EU accession to the European Convention on Human Rights
[desc] =>
[children] => Array
(
)
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)
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[9] => Array
(
[id] => 218
[link] => https://book.coe.int/en/218-minorities-rights
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(
[0] => Array
(
[id] => 219
[link] => https://book.coe.int/en/219-national-minorities
[name] => National minorities
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(
)
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[1] => Array
(
[id] => 220
[link] => https://book.coe.int/en/220-minority-languages
[name] => Minority languages
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(
)
)
[2] => Array
(
[id] => 221
[link] => https://book.coe.int/en/221-roma-and-travellers
[name] => Roma and Travellers
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(
)
)
)
)
[10] => Array
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[link] => https://book.coe.int/en/224-education-languages-sport-youth
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(
[0] => Array
(
[id] => 226
[link] => https://book.coe.int/en/226-teaching-history
[name] => Teaching History
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[11] => Array
(
[id] => 233
[link] => https://book.coe.int/en/233-law
[name] => Law
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[0] => Array
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[link] => https://book.coe.int/en/234-organised-crime
[name] => Organised crime
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(
)
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[1] => Array
(
[id] => 235
[link] => https://book.coe.int/en/235-corruption
[name] => Corruption
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(
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[2] => Array
(
[id] => 237
[link] => https://book.coe.int/en/237-personal-data
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(
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[link] => https://book.coe.int/en/175-european-prison-reform
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)
)
[4] => Array
(
[id] => 238
[link] => https://book.coe.int/en/238-terrorism
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(
[id] => 239
[link] => https://book.coe.int/en/239-efficiency-of-justice
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(
)
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)
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1
Catalog
PDF - Enseigner l'Holocauste au 21ème siècle (2001)
Compte tenu de la résurgence de l'antisémitisme dans certaines parties de l'Europe, de l'accessibilité de sites négationnistes sur l'internet et de la position isolationniste adoptée aujourd'hui par certains dirigeants politiques européens, l'enseignement de l'Holocauste occupe une place importante dans le projet du Conseil de l'Europe.
Certains pays ont défini des normes élevées pour l'enseignement de l'Holocauste, mais d'autres manquent de matériels pédagogiques. Souvent, les enseignants eux-mêmes n'ont pas une connaissance approfondie de la question et, à moins de mener des recherches personnelles, ne savent comment aborder un sujet qui dépasse largement les limites de l'histoire en tant que discipline scolaire. Ce guide de l'enseignant, fondé sur les travaux d'auteurs aussi incontestés que Raul Hilberg, Sir Martin Gilbert, Saul Friedlander et Christopher Browning, et sur des témoignages directs, notamment ceux de Primo Levi, de Hermann Langbein et des personnes interviewées par Claude Lanzmann, propose aux enseignants une somme de connaissances leur permettant de construire une progression pédagogique. De plus, l'auteur met en lumière des faits et des chiffres concernant des victimes souvent " oubliées " : Rom/Tsiganes, homosexuels, Témoins de Jéhovah.
Les fiches qui constituent ce guide donnent aussi des informations sur la nature et la mise en ýuvre du génocide dans différents pays. Au-delà des caractères locaux particuliers, ce qui ressort des descriptions succinctes des lieux où le génocide a été perpétré et des méthodes utilisées, c'est le caractère systématique de l'entreprise nazie.
Compte tenu de la résurgence de l'antisémitisme dans certaines parties de l'Europe, de l'accessibilité de sites négationnistes sur l'internet et de la position isolationniste adoptée aujourd'hui par certains dirigeants politiques européens, l'enseignement de l'Holocauste occupe une place importante dans le projet du Conseil de l'Europe.
Certains pays ont défini des normes élevées pour l'enseignement de l'Holocauste, mais d'autres manquent de matériels pédagogiques. Souvent, les enseignants eux-mêmes n'ont pas une connaissance approfondie de la question et, à moins de mener des recherches personnelles, ne savent comment aborder un sujet qui dépasse largement les limites de l'histoire en tant que discipline scolaire. Ce guide de l'enseignant, fondé sur les travaux d'auteurs aussi incontestés que Raul Hilberg, Sir Martin Gilbert, Saul Friedlander et Christopher Browning, et sur des témoignages directs, notamment ceux de Primo Levi, de Hermann Langbein et des personnes interviewées par Claude Lanzmann, propose aux enseignants une somme de connaissances leur permettant de construire une progression pédagogique. De plus, l'auteur met en lumière des faits et des chiffres concernant des victimes souvent " oubliées " : Rom/Tsiganes, homosexuels, Témoins de Jéhovah.
Les fiches qui constituent ce guide donnent aussi des informations sur la nature et la mise en ýuvre du génocide dans différents pays. Au-delà des caractères locaux particuliers, ce qui ressort des descriptions succinctes des lieux où le génocide a été perpétré et des méthodes utilisées, c'est le caractère systématique de l'entreprise nazie.
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