"With her unique sensitivity and passion, Shulamit has been responsible for Yad Vashem's educational philosophy both at home and abroad. She has developed programs that educate about the Holocaust without traumatizing students, and places their wellbeing as paramount. 'Safely in, safely out' is her mantra – and her work at Yad Vashem constantly reflected that." Helen Kon, Yad Vashem UK Foundation
Creating a New Philosophy
Imber arrived at Yad Vashem after developing her unique brand of pedagogy as a history teacher – including interdisciplinary teaching and focusing on the human story. At that time, there was little material to teach about the Holocaust, let alone teacher training or indeed any formulated philosophy. From her first "seminar" (to which she was forced to invite her friends through lack of interest from other educators), today thousands of teachers from Israel around the world participate annually in courses led by the International School, which are custom-made for their countries' individual histories and needs.
When incoming Chairman of the Directorate Avner Shalev came to Imber in the early 1990s with the idea to open a school to train educators how to teach the Holocaust, she jumped at the chance to develop her pedagogy even further. She famously pronounced:
"The difference between a historian and an educator is that the historian talks about the past, but the educator has to give the past meaning."
From then on, she dedicated herself to giving meaning to the incomprehensible numbers and sickening images that had previously been used to educate students of all ages and backgrounds about the most catastrophic event to take place in modern human history.
"Meaning is not gleaned from piles of bodies or statistics," says Imber, "but rather in the individuals, families and communities that were each worlds in and of themselves. This is what people can empathize with. This is what they can take with them into their own lives."
Three Pillars
Imber's now famous educational philosophy rests on three pillars: Jewish life before WWII, the daily struggles of Jews during the Holocaust, and the return to life by the survivors.
"If you want to know what was lost, you have to know what existed beforehand," she explains. "That means understanding who the Jews were before they were victims. How did they live in the modern world? What music did they enjoy, which hobbies did they chose? Realizing that they were human beings just like us – with a wide variety of occupations, lifestyles and interests – is so important, and helps the learner connect and empathize with them."
When it comes to the Holocaust period, here, too, it is vital to break away from teaching only about the methods of murder.
"The question really becomes not how the Jews died, but how they lived," she states. "What happened to families, community leaders, children?"
"From here we can proceed to the moral dilemmas and 'choiceless choices' they were forced to tackle, and how so many managed to bring light into a world of darkness despite the chaos they were forced to endure." Different units on healthcare workers, educators and other professionals in the ghettos and camps assist teachers in delivering this message.
The final pillar – the story of the survivors – is also vital to comprehending the story. "Abba Kovner once said that he wouldn't be surprised if after the Holocaust, the survivors only thought of revenge," she recounted.
"But when survivors talk of revenge, they speak of their children and grandchildren."
This is indeed a tremendous testament to the resilience of the human spirit and the significance of Jewish continuity.
Holocaust Education for All Ages
Imber also spoke of her development of age-appropriate Holocaust education, which in Israel became part of the national curriculum of Israel's Ministry of Education. "Children in Israel hear the siren sounded on Holocaust Remembrance Day, and from kindergarten they know it means something very sad," she explained. "So we developed the 'spiral' method of teaching – talking gently to younger children about one child survivor's experience, as well as the actions of Righteous Among the Nations. As their cognitive development progresses, they can be exposed to the narratives of families and communities. Later on, in high school, they can learn the greater complexities and difficult issues they are now ready to hear. Our aim is to bring students close to the topic, without bringing trauma into the classroom."
Worldwide Reach
Today, teachers from some 60 countries across six continents benefit from the vast range of material, workshops and seminars created by the International School. "It is vital to give our graduates a solid background regarding the Holocaust – not just Nazis and camps, but also ghetto life and other topics that our courses offer," emphasizes Imber. The School also provides a wealth of tools – physical kits including artworks, poetry and music, as well as online films and learning environments – that assist classroom teaching. "Our graduates talk of our seminars as 'life-changing experiences," she says. "They leave with a passion to pass on what they have learned to their students in a way that is impactful and relevant to their everyday lives."
Looking Ahead
"There is no doubt that as the survivor generation dwindles, hearing personal testimony, looking a survivor in the eye, is something we will miss greatly," reflected Imber. "Anyone who participates in a meeting with a survivor feels their moral authority, which creates an obligation in each one of us to remember what happened, and understand its meanings today. Survivors were our 'backbone' in developing our educational philosophy, and they will never be replaced."
Despite this, Yad Vashem has been working for decades to document and film survivor testimony and stories, which are being used more and more in the absence of those who experienced the Holocaust firsthand. "New advances in technology are of course welcome, but they must be approached with great caution," she warns. "We must remain wary of trivialization, because just as meeting a survivor shapes our consciousness, so will what students are exposed to. In the end of the day, the right influence and inspiration is paramount."
Teaching the trauma, without traumatizing the students remains Imber's legacy. "Over the years we've created hundreds of projects – what I like to call 'my children' – and many of them never came to fruition if we weren't certain they would have the correct impact. Every teacher that comes through our doors reaches numerous minds."
"The Holocaust is not like any other topic and must be treated with caution, but also with the utmost care and devotion."
This article originally appeared in the "Yad Vashem Jerusalem Magazine," volume 95.
