Facing History and Holocaust Education

letter to the editor

Flora Hogman

Abstract

This letter to the editor, written by the author of the essay “Forging My New Identity As a Holocaust Researcher” (Clio’s Psyche, March 2007), expresses regret that the published essay omitted two programs, Facing History and Ourselves: Holocaust and Human Behavior and Action Reconciliation / Service for Peace. The writer states that the essay was meant as a tribute to these groups, with which the writer has been associated and which the writer greatly admires. The letter describes Facing History as running extensive programs in the United States that help teachers promote tolerance and civic responsibility in children. It describes Action Reconciliation as one of several alternatives to military service open to young Germans with a national service obligation, allowing them to work with Holocaust survivors. An editor’s note explains that the omission came to the editors’ attention when restoring the material would have delayed the issue by a week and added considerable expense.

Keywords:

civic responsibility, Clio’s Psyche, Facing History and Ourselves: Holocaust and Human Behavior and Action Reconciliation, Holocaust survivors, letter to the editor, psychohistory, Service for Peace, tolerance

Dear Editor,

It was good to see my essay, “Forging My New Identity As a Holocaust Researcher” published in the March 2007 issue of Clio's Psyche, but I thoroughly regret the omission of the programs Facing History and Ourselves: Holocaust and Human Behavior and Action Reconciliation / Service for Peace. This was to be my tribute to these groups I have been associated with and greatly admire. Facing History has extensive programs in the US to help teachers promote tolerance and civic responsibility in children. Action Reconciliation is one of various alternatives to military service available to young Germans who have a national service obligation. It allows them to work with Holocaust survivors.

Best regards,

Flora Hogman

[Editor’s Note: We regret that this omission came to our attention at a point when we would have had to delay our issue for a week and incur considerable additional expense to restore this material.]

Page 33

About the author

Flora Hogman

Flora Hogman, PhD, a clinical psychologist with a private practice in Manhattan, has conducted extensive research on trauma and identity. Her writings have included works on the coping mechanisms of Jewish children during World War II, the impact of conversion to Christianity on the identities of hidden children, the role of memory in the lives of Jewish orphans, and the transgenerational resolution of trauma. Dr. Hogman edited a volume of the Psychoanalytic Review (Vol. 85, No. 4 August 1998) on resilience to major trauma including the Armenian genocide, Bosnian massacres of the 1990s, and including the Holocaust. She was a hidden child in southern France during the war. Her e-mail is .

How to cite this article

Hogman, F. (2007). Facing history and Holocaust education [Letter to the Editor]. Clio’s Psyche, 14(1-2), 33.

https://doi.org/10.70763/cb7c403aa312160380010ee3dd4bfc53

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