METHODOLOGICAL APPROACHES TO TEACHING THE HOLOCAUST IN THE PROFESSIONAL TRAINING OF PHILOLOGY TEACHERS

Abstract

The article explores key aspects, principles, and methodological approaches to teaching the topic of the Holocaust within higher education, particularly in the context of training future philology teachers. It emphasizes that effective professional preparation of philologists is inseparable from addressing the value-oriented and motivational dimensions of the teacher’s personality. This process involves the transformation of moral values, the cultivation of essential personal and ethical qualities, the development of moral and spiritual maturity, social adaptation, and professional growth. The study substantiates the necessity of adhering to fundamental pedagogical principles in teaching the Holocaust in universities, including contextualization, a human-centered focus, the avoidance of oversimplified explanations, critical analysis, and an interdisciplinary approach. It also proposes a range of methodological strategies and instructional formats for thematic educational activities, such as interactive and project-based methods. These include literary performances incorporating scenography, music, video projections, and audience engagement to evoke deep emotional responses; “living library” events and dialogues with memory bearers and Holocaust scholars; the creation of media projects; and the use of memoirs. Additional forms encompass literary, discussion-based, analytical, creative, and reflective activities. The article also analyzes genre-specific features and literary strategies relevant to this subject matter. A comprehensive pedagogical approach enables higher education students not only to acquire factual knowledge about the Holocaust but also to comprehend its causes, scale, and consequences. This, in turn, fosters critical thinking, civic responsibility, and a high level of general cultural awareness, which are the key indicators of morality, spirituality, and cultural maturity.