Izvleček
Pričujoči članek na začetku obravnava tematiko kolektivnih spominov s teoretskega vidika in ob tem predstavi ideje Mauricea Halbwachsa, pionirja na tem področju. Jan in Aleida Assmann sta desetletja kasneje oblikovala teorijo komunikativnega in kulturnega spomina, ki nam še danes pomaga pri opredelitvi družbeno »pomembnejših« spominov in spominov, ki ostanejo v zasebnem področju. V tej doslednosti se moramo zavedati določene hierarhije spominov: določene pripovedi stojijo v ospredju in se ponavljajo, tudi krepijo identiteto določene družbe, medtem ko se spomine, ki ne zadevajo skupnosti, izključuje. To so med drugim zlasti spomini manjšin, spomini »drugih« in seveda tudi pripovedi, ki ne ustrezajo lastnim. V pričujočem članku predstavim tematizacijo prav takih konfliktnih spominov pri šolskem pouku kot poseben potencial za demokratizacijo mladih. Posebno in nič manj zapleteno poglavje je tematizacija (nacističih, fašističnih idr.) storilcev in pristašev v pouk. Nekaj konkretnih možnosti, kako lahko pri šolskem pouku nadomeščamo neposredne časovne priče, zaokroži pričujoči članek.
Abstract
A Special Potential of Cultures of Remembrance in School Classes
The article begins with the topic of collective memories from a theoretical perspective, introducing the ideas of Maurice Halbwachs, a pioneer in this field. Decades later, Jan and Aleida Assmann developed the theory of communicative and cultural memory that is still helpful today in defining socially “more important” memories and those that remain private. To ensure consistency, a certain hierarchy of memories should be recognised: some of the stories are at the forefront and are being repeated, strengthening also the identity of a society, while memories that are not relevant to the community are excluded. The latter mostly include the memories of minorities and of “others”, as well as the stories that have no relevance to one’s own experiences. The article focuses on the thematisation of these conflicting memories in school classes as a special potential for the democratisation of youth. In this context, the thematisation of (Nazi, Fascist, etc.) perpetrators and supporters in school classes is an especially and no less complex chapter. The article offers a few specific examples that can be used in class instead of direct witnesses of a certain time period.