Author

Lee W. Nabb

Publication Date

1996

Document Type

Dissertation/Thesis

First Advisor

Cunningham, Phyllis M.

Degree Name

M.S. Ed. (Master of Education)

Department

Department of Leadership and Educational Policy Studies

LCSH

Holocaust, Jewish (1939-1945)--Psychological aspects||Conditioned response--Germany--History--20th centuty||Adult education--Germany--History--20th century||Mass murder--Germany--History--20th centuty

Abstract

The thesis compares the development of education for personnel performing mass murder during the Holocaust with Leonard Nadler's currently prominent learning program design model known as the Critical Events Model (CEM) in order to show that the results of adult educational experiences are evaluated relative to those who implement the learning experience. The document provides a brief history of anti- Semitism, information on the three different types of killing operations (Special Units, concentration camps, and extermination camps) and the personnel involved, a description of the CEM, and three iterations (plus one reiteration) of comparison. The treatment exhibits conditioning as a means of education, and raises issues within the field of adult education such as the acceptability of the use of propaganda, accountability for the assurance of non-harmful utility of learning programs, and the nature of the field itself. The reader is invited to draw his or her own insights.

Comments

Includes bibliographical references.

Extent

115 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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