“Fewer grand ceremonies, more intimate conversations, less identification with the victims, more empathy and understanding.”
Bar-Ilan’s Prof. Zehavit Gross, a leading expert in Holocaust education, describes the changes that can help children and teens form a deeper, more meaningful connection to Holocaust memory – and explains how to approach the hard questions around this complex topic.
“The greatest mistake in Holocaust education is trying to connect students to the events through past trauma,” says Prof. Gross, Dean of the Faculty of Education at Bar-Ilan.
“We must never ask students to identify with Holocaust victims. Identification requires them to imagine themselves in the victim’s shoes – and that’s a pedagogically destructive process.”
In recent years, Holocaust Memorial Day has taken on a different tone, with traditional ceremonies becoming less relevant to younger generations. According to a study by Prof. Gross – who also heads the Sal Van Gelder Holocaust Literature Research Centre – many students report feeling “lost in the big ceremonies” and struggling to connect with the content.
To address this disconnect, Prof. Gross recommends a shift toward an empathy-based approach. “The student stays ‘here,’ the victim remains ‘there,’ and what develops between them is a dialogue of reflection – one that encourages compassion while maintaining emotional boundaries. This allows students to engage with the Holocaust without experiencing secondary trauma.”
In contrast, identification-based methods often ask students to imagine themselves in concentration camps, which can lead to emotional distress. The empathy-based approach, however, invites them to hear the stories and understand the feelings of those involved – without pretending to be them.
To support this approach, Prof. Gross has developed a unique lesson plan which has been implemented in informal educational settings, inviting students to share their emotions and explore questions that link past and present, without blurring the lines between them.
