Overview

Why did the Holocaust happen? Is it possible to place blame for the atrocities committed? How can we as a society exist with such an event having marked the 20th century and modernity in the West? The aim of this module is critically engage with how post-1945 society has responded to the horrors of the Holocaust, both in religious terms and philosophical discussions. The module will explore a variety of responses to understand how modern society has grappled with the Holocaust, and, indeed, how it continues to do so.

The module will explore a vast array of religious and philosophical responses to the Holocaust as an event, as an incident, and as an atrocity. Among the responses we will consider, are: - Jewish responses to the Shoah: why did God allow for millions to suffer? - Christian responses to the Holocaust: is it possible to consider the Holocaust in the concept of Christian love at all? - How have subsequent gypsy communities grappled with the Porajmos? - The Impact of the Pink Triangle: LGBTQIA+ responses to the Holocaust. - The Hidden Persecution?: the suffering of 'disabled' people in the Holocaust. - Creative responses to the Holocaust: from Schindler's List to X-Men: Magneto's Testament - where we shall consider the responses of film, literature and art to the Holocaust. - Holocaust Denial: the view that the Holocaust is entirely fiction.

Assessment Strategy

Assessment Strategy Threshold D / 40%> Submitted work is adequate and shows an acceptable level of competence as follows: • Generally accurate but with omissions and errors. • Assertions are made without clear supporting evidence or reasoning. • Has structure but is lacking in clarity and therefore relies on the reader to make links and assumptions. • Draws on a relatively narrow range of material.

C- to C+ Submitted work is competent throughout and occasionally distinguished by superior style, approach and choice of supporting materials. It demonstrates: • Good structure and logically developed arguments. • At least in parts draws on material that has been sourced and assessed as a result of independent study, or in a way unique to the student. • Assertions are, in the main, backed by evidence and sound reasoning. • Accuracy and presentation in an appropriate academic style.

Good -B (50%>) Submitted work is competent throughout and distinguished by superior style, approach and choice of supporting materials. It demonstrates: • Very good structure and logically developed arguments. • Draws on material that has been sourced and assessed as a result of independent study, or in a way unique to the student. • Assertions are backed by evidence and sound reasoning. • Accuracy and presentation in an appropriate academic style.

Excellent -A (70%>) Submitted work is of an outstanding quality and excellent in one or more of the following ways: • Has originality of exposition with the student’s own thinking being readily apparent. • Provides clear evidence of extensive and relevant independent study. • Arguments are laid down with clarity and provide the reader with successive stages of consideration to reach conclusions.

Learning Outcomes

• Apply critical interpretative skills to undertake analytical readings of certain texts, using a variety of methods linked to religious discussion, philosophical engagement, and social commentary.

• Demonstrate an ability to engage with the various ideas and draw comparisons between them when appropriate, as well as appreciate the vast differences that abound.

• Demonstrate the skills needed to comprehend the evolution of certain ideas and how they have been received in modernity.

• Students will develop an ability to critically and creatively engage with certain philosophical and religious interpretations of the Holocaust.