La haine, je dis NON! (“To hatred, I say NO!”)

Core features of the practice

  • Organisation:

    Institution name: Centre Communautaire Laïc Juif David Susskind
    Institution type: Non formal education center
    Institution URL:
  • Format:

    Workshop, Extra-mural site visit, Exhibition, Instructional material, Other
  • Target population:

    Students, Educators in formal settings, Educators in non-formal settings, General public/non-specialist audience, Other
  • Cost (per practice):

  • Setting:

    Your institution, School, Designated extra-mural memorial or historical site
  • Themes:

    Remembrance education and/or history education, Citizenship/democracy education, Antisemitism, Racism, The Holocaust and/or other genocides
  • Core activities:

    Group discussion, Written activity, Film viewing, Lecture, Testimonial

Additional information about the practice

    Target population

  • Number of participants:

    More than 100
  • Age of target population:

  • Additional specifics:

    National/local specifities (e.g. activity targeted to Swedish school students), People with disabilities, jewish
  • Components of the practice

  • Topics and objectives:

    CCLJ’s Citizenship Education Center has worked since 2000 in secondary and since 2006 in primary French Belgian schools. This educational program is called “To hatred I say no!” We are now recognised as ‘Resource Centre’ in matters combining History & Memory related to citizenship education. Objectives of our program: To make children of primary and secondary schools sensitive to the consequences of hatred by working with them on the “roots of evil” and by helping them to build a way to “better live together”. The extermination of a nation is one of the worst aspects of the barbarism that spread through the 20th Century. Concrete facts are explained to the young people. They are taught how a situation can degenerate and become a tragedy. By working on the roots of evil, the CCLJ develops a pedagogic action which aims at objectively fighting racism, anti-Semitism, far right extremism and all discriminations. The preventive nature of our engagement is the essential objective of our work which is based on an original pedagogic approach.
  • Materials used:

    Written or other published material, Audiovisual material, Online material
    Link to the material:
  • Material produced:

    Written material, Instructional material, Audiovisual material, Online material
  • Sequence of activities - methodology:

    “To hatred I say no !” - secondary schools (12 to 18 years): The mechanism of the Shoah must be demystified, explained and compared with other crimes. What is genocide? What is not? It is also important to talk about the other genocides of the 20th century (Herero & Nama in 1904, Armenians, Assyrians & Greeks of Pontus in 1915, Tutsi of Rwanda in 1994), without sentimentality or sadism and without fruitless moralising. Evidencing the facts, the mechanisms, the different phases of the process (definition, accusation, confrontation, destruction) that lead to the extermination of a nation, will allow the proper information to teenagers. Objectives - Enrich the historical knowledge of Shoah and other genocides perpetrated during the 20th century - Fight racism, anti-Semitism, xenophobia, far right extremism and all discriminations - Promote citizenship values, develop the critical sense, the capacity to decipher information, explain how to defend one’s view in a debate. How? - Workshop during 2 hours in the classroom - Morning sessions at CCLJ: film + testimony of a survivor + debate - Full day at CCLJ: • Morning: film + testimony of a survivor + debate • Afternoon: 10 workshops of citizenship education • Full session summarizing the work in each workshop by the reporting students - Remembrance Day: Visit of 2 SS camps in Belgium: Malines and Breendonk. “To hatred I say no!” - primary schools (6 to 12 years):
  • Length of activity:

    5 to 8 hours
  • Is the activity digital?:

  • Accessibility and replicability

  • Language(s) in which activity can be delivered:

  • Is specialist knowledge or professional training required?:

  • If yes, which type?:

    Remembrance, history, or museum education

Qualitative Details

  • Has this practice been evaluated?

  • How many times?:

  • By whom?:

    Participants, Informal non-participant observer, Instructor delivering the practice
  • By what means?:

    Qualitative written feedback, Quantitative survey
  • Core content knowledge and transferable skills:

  • Indicators of success:

  • Educational coordinator contact details:

    Name: Ina Van Looy
    Email address:


The RETHINK project is concerned with bridging formal and informal education. This section explores the factors that make a practice adaptable.

  • Key factors for successful implementation:

    Subject expertise of presenter/instructor
  • Main challenges to teachers adapting this practice for their students:

  • Availability of guidance/training/replication materials (and in what language/format currently):

    Pedagogical tools 1. Brochures - Understand the genocides of the 20th century - Destiny of 7 surviving Jewish children in Belgium during the Nazi occupation (brochure of our exhibition – see below) 2. Itinerant exhibitions - Destiny of 7 surviving Jewish children in Belgium during the Nazi occupation - The Tutsi genocide (© Memorial de la Shoah – Paris) - The Armenian genocide
  • Other comments or details: