Trauma, memory, and dialogic historical education: the case of Israel in 2024

Background: The events of 7 October 2024 and the subsequent war have reignited historical consciousness in Israel, blurring the lines between past and present in both public discourse and educational settings. These developments pose significant challenges for history educators as emotionally charged narratives and historical motifs resurface in classrooms. Objective: This article examines the impact of these events on historical education and explores how the pervasive use of historical motifs can be harnessed to foster critical historical thinking, with special emphasis on training teachers to navigate this complex landscape. Methods: Drawing on H.G. Gadamer’s theory of historical understanding and Dominick LaCapra’s work on trauma and history, the article introduces the concept of ‘layering’ historical consciousness—a reflective process that helps teachers and students differentiate between personal, communal, and collective memories. Results and Conclusion: This approach enables students to navigate emotional responses and conflicting layers of historical understanding while promoting a reasoned, dialogic engagement with history. The article offers a framework for educators to address contemporary trauma and cultivate critical, reflective historical education in times of crisis.