Presentation of my essay - André van Bruggen

• Geschiedenis
• HBO
• Studiejaar 4

Dutch genocide education

Main thesis

''High school students should be better educated on the causes and the reality of genocides in human society in order to teach them to recognise the prelude and the real probability of genocides in the future''

Table of content

• Context
• Lack of genocide education + presence of genocide denial.
• What should be taught to students about genocides?
• The role that education must play in preventing future genocides.
• Questions and feedback

Context for this paper

Targeted audience: teachers, schoolboards and the ministry of education''

Written about the Dutch education system

Lemkin (1944):

Chosen definition (used by the UN): ''Whosoever, out of hatred towards a racial, religious, or social collectivity, or with the view of extermination thereof, undertakes a punishable action against the life, bodily integrity, dignity or economic existence of a person belonging to that collectivity is liable for the crime of genocide''

Lack of genocide education

• The last witnesses
• Lack of knowledge
• Lack of time
• Other countries (Germany & Sweden)

Ernst Verduin (Auschwitz survivor) visiting my workplace in 2019. His last lecture at a high school. Last month he passed away due to a covid infection at the age of 94.

Presence of genocide denial

• Social media
• Conspiracy theories
• Weakening of democratic values
• Teenagers are more easily influenced and convinced. 

What should be taught to student about genocides?

• Unique but have similarities
• Every genocide develops in a historical context and with trigering events such as: wars, unrest, economic downfall, political autarky and after epidemics. 
• Perpetrators will always find a way to justify their actions.

The eight stages of every genocide

Developed by genocide expert Gregory H. Stanton in 1996:

1. Classification

2. Symbolisation

3. Dehumanisation

4. Organisation

5. Polarisation

6. Preparation 

7. Extermination

8. Denial and downplay 

1. Classification

2. Symbolisation

3. Dehumanisation

4. Organisation

5. Polarisation

6. Preparation

7. Extermination

8. Denial and downplay

The role that education must play in preventing future genocides

1. Countering denial and conspiricy theories.
2. Promoting modern democratic values.
3. Teaching students to recognise the proces of genocide.

''One student or one teacher cannot prevent a genocide, a generation of well-educated citizens can.''