Suissa, J;
(2016)
Testimony, Holocaust Education and Making the Unthinkable Thinkable.
Journal of Philosophy of Education
, 50
(2)
pp. 285-299.
10.1111/1467-9752.12207.
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Abstract
A great deal of philosophical work has explored the complex conceptual intersection between ethics and epistemology in the context of issues of testimony and belief, and much of this work has significant educational implications. In this paper, I discuss a troubling example of a case of testimony that seems to pose a problem for some established ways of thinking about these issues and that, in turn, suggests some equally troubling educational conclusions.
| Type: | Article |
|---|---|
| Title: | Testimony, Holocaust Education and Making the Unthinkable Thinkable |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/1467-9752.12207 |
| Publisher version: | http://dx.doi.org/10.1111/1467-9752.12207 |
| Language: | English |
| Additional information: | Copyright © 2016 The Philosophy of Education Society of Great Britain. All rights reserved. Published by John Wiley & Sons Ltd. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1475152 |
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