In school curricula and evaluations of pupils learning progress there has been little attention to pupils’ learning moral sentiments. Religion and comparisons of religious practices have entered educational programs, but even the big PISA studies have largely refrained from evaluations of learning achievements in ethical matters or moral sentiments. Adam Smith as proponent of the Scottish enlightenment had written about “The theory of moral sentiments” before embedding his market economy into the enlightened society. In the 2020s we realize that we have neglected this part of learning for far too long. This is the point where memorials can play a primordial role as a central part of learning not only about history, but moral sentiments in the broadest sense. Memorials “Gedenkstätten” operate as quasi-schools” in this respect for young and experienced learners at the same time considered that more than 50% of learners in memorials pupils, students or from teaching professions. However, outcomes of learning in memorials could also be assessed in order to check what kind of learning goals and moral sentiments can be addressed in such historically charged learning environments. Such learning locations of moral sentiments have to balance the intended learning with the necessary decency of the commemoration in such learning environments. (Image: Topography of terror Berlin exhibitions)
