In this study, we used Terrance L. Furin’s concept of transformational countering to examine six Holocaust education resources designed to address Holocaust trivialization and antisemitism. While academic comparisons are useful to helping students understand challenging content, superficial Holocaust analogies for political purposes are identified as Holocaust trivialization. Given that the current context consists of a growing white nationalist movement characterized by authoritarianism, antisemitism, and conspiracy theories, we enter the study understanding that Holocaust trivialization and far-right extremism must be understood together. (...) We, therefore, examined the type of support teachers receive from Holocaust and human rights organizations in countering extremism and Holocaust trivialization. After analyzing the six resources, our findings demonstrate that resources produced to counter Holocaust trivialization become quickly outdated given the rapid evolution of extremism. Also, findings indicate that teachers receive stronger support in countering extremism and Holocaust trivialization from organizations that focus broadly on supporting human rights compared to the organizations that focus exclusively on Holocaust education. (shrink)

Preface: Blurring the boundary between human and nonhuman beings -- Only one Holocaust? -- Evidence of things not seen -- The henmaid's tale -- Holocaust victimization imagery -- Procrustean solutions -- Scapegoats and surrogates : falsifying the fate of victims -- The 9/11 controversy -- An atrocity can be both unique and general.

The research is based on a study of short story collections by Israeli writer Ida Fink’s, All the Stories, and French writer Charlotte Delbo’s, Auschwitz and After, to reflect the impact of the Holocaust on autobiographical elements in their work. The authors are representatives of the first generation of Holocaust survivors, which means that the mass systematic genocide during World War II was a personal traumatic experience for them. The works of female writers are studied using the theory of trauma (...) at the genre level. Since autobiography has been considered a documentary genre with its own peculiarities, works about the Holocaust were seen as historical evidence of this event. However, based on the works of Juri Lotman and some principles of Philippe Lejeune’s “autobiographical pact”, we can conclude that autobiography is similar to fiction if it can meet certain aesthetic functions. Under the influence of trauma, the genre of autobiography can be modified in the literary text in such a way that the line between autobiography and fiction is blurred. Ida Fink and Charlotte Delbo write short stories with fictional narrators, but all the situations are certainly the experiences of the writers themselves, who turn to the autofiction and conventions of Philippe Lejeune’s “autobiographical pact” to transfer their memories to literary heroes. The aim of the study is to define the peculiarities of the autobiographical genre, analyze its functions in Holocaust literature, identify poetic elements of autobiography, and prove that there is no canonical form of narration about the Holocaust-Era, as the writers were searching for how to articulate their traumatic experience in experimental forms. (shrink)

_ Source: _Volume 26, Issue 1, pp 118 - 147 This paper challenges the widespread emphasis on the absence of God in post- Holocaust historiography, theology, and art by suggesting that Barnett Newman’s _Stations of the Cross_ may have been conceived under the theological category of the apophatic rather than the aesthetic category of the sublime. This paper focuses on the “anti-realist” position of Newman and other artists for whom the Holocaust necessitated a renewed aniconic tendency in Jewish aesthetics. His (...) work, I suggest, holds out a tension between absolute absence and redemptive presence that at once resists and affirms a negative aesthetic of God’s solidarity with suffering. (shrink)

R. Dr. Isaiah Aviad (Wolfsberg) (1893–1957) was one of religious Zionism’s main thinkers. This article seeks to examine his outlook regarding the Holocaust of European Jewry. Jewish thought contains three main approaches to dealing with the issue of evil in the world: the classic-causal approach, the teleological approach and the indifferent approach. The classic-causal approach explains the evil that exists in the world as occurring in a process of cause and effect; namely, the Israelites did not behave as God expected (...) of them and were therefore punished. The teleological approach does not explain present suffering and evil as a result of past sins but rather as having a future purpose; the indifferent approach attaches no religious meaning to human suffering. People are careless and are therefore negatively affected. R. Aviad manipulates between these three approaches regarding the Holocaust, whilst adding the Hegelian dialectic. His conclusion was that the State of Israel is the redemption and the teleological meaning of Jewish suffering and of the Holocaust.Contribution: This article helps to understand the theological approach of one of the religious Zionism’s main thinkers and contains issues both in Jewish theology and Holocaust studies. (shrink)

Nakba is ignored in Western philosophy encyclopedias, and the notion of genocide is rarely explained. In turn, there is much talk about the Holocaust.

What lessons does Holocaust education hold for preservice teachers and how does Holocaust education aid their growth as social justice educators? In this qualitative teacher research study we attempt to answer these questions by analyzing the coursework and reflections of 16 social studies preservice teachers (PSTs) as they completed an in-depth study of the Holocaust through historical research, field trips, and reading young adult literature, and designed creative and engaging lessons to teach the Holocaust to secondary social studies students (grades (...) 6-12). Findings reveal “blind spots” in the PSTs Holocaust-related content knowledge, pedagogy, ability to make connections between the historical event and their students’ lives, and their acceptance the role of social justice education (Bazerman & Tenbrunsel, 2011). Over the course of the study, the PSTs improved their content and pedagogical knowledge, and took their first steps towards becoming social justice educators. We also found that for PSTs, taking on the role of Holocaust educators and social justice educators takes time and practice This study broadens scholarship on many common concerns in teacher education, such as dispositions, multicultural education, and teaching for social justice. The findings inform teacher educators, teacher candidates, and practicing teachers on the connections between Holocaust and social justice education, and provide a model for teaching social studies for social justice. (shrink)

The book addresses the representation of three groups of "others" in Israeli schoolbooks: Holocaust victims, presented as the stateless persecuted Jews "we" might become again if "we" lose control over the second group of "others" - Palestinian Arabs - who are racialized, demonized and Nazified, and presented as "our" potential exterminators. The third group comprises non-European (Mizrahi and Ethiopian) Jews, portrayed as backward people who lack history or culture, requiring constant acculturation by "Western" Israel. Thus, a rhetoric of victimhood and (...) power evolves, and a nationalistic interpretation of the "never again" imperative is inculcated, justifying the Occupation and oppression of Palestinians and the discrimination of non-European Jews. Advocating a multidirectional memory, the book proposes an alternative Hebrew-Arabic, multi-voiced and poly-centered curriculum that would relate the untold accounts of the people whom the pedagogic version of history seeks exclude. Instead of traumatizing and urging vengeance, it will encourage discussion and celebrate diversity and hybridity. (shrink)

This essay reconsiders the category of “Holocaust denial” as the marked indicator of ethical transgression in Holocaust historiography within American civil religion. It maintains that the present category excludes and thereby enables other violations of responsible Holocaust historiography. To demonstrate the nature and gravity of such violations, the essay engages the widespread claim that Hajj Muhammad Amin al-Husayni, the former mufti of Jerusalem, was an instigator, promoter, or “driving spirit” of the Nazi genocide against Jews, and the associated suggestions of (...) wider Arab and Muslim complicity. The essay uncovers the history of the Husayni narrative in question, the dramatic circumstances in which it emerged, its role in the 1961 trial of Adolf Eichmann, and its rediscovery and misuse within American popular and political circles over the past two decades. Such misuse, it concludes, corrodes Holocaust recognition within American civil religion and demonstrates the need for a revision of the socially accepted ethical boundary for responsible Holocaust historiography. (shrink)

Holocaust education is important for learning how healthcare has been leveraged to influence social change in the past and how it can be used to advocate for ethical social change in the future. By understanding how medical professionals became the social and political leaders of Nazi Germany, today’s health professionals can learn how to avoid unethical politicization. By understanding how early twentieth century discourse on medico-social issues used terms and language that are similar, if not the same, as today’s debates, (...) proponents of different sides of these debates can understand the troubling subtexts and potential consequences of their – and the opposing side’s – positions. (shrink)

Holocaust museums record and memorialize deeply affecting historical events. They can nevertheless be described and criticized using standard categories of museum analysis. This paper departs from previous studies of Holocaust museums by focusing not on ethical or aesthetic issues, but rather on ontological, epistemic, and taxonomic considerations. I begin by analysing the ontological basis of the educational value of various objects commonly displayed in Holocaust museums. I argue that this educational value is not intrinsic to the objects themselves, but rather (...) stems from the extrinsic relations established between objects in museum exhibitions and displays. Next, I consider the epistemic, or knowledge-creating, function of Holocaust museums. I argue that the structure of public displays in such museums reflects the particular, document-based epistemology that continues to characterize Holocaust historiography and other fields of Holocaust research. Finally, I turn to examine taxonomic features of Holocaust museums. As I explain, both professional and ‘artefactual’ networks link the activities and display strategies of national, regional, and local Holocaust museums. A brief conclusion sketches some implications of my analysis for ongoing debates about the ethical function of Holocaust museums. (shrink)

Robert Eaglestone argues that postmodernism is a response to the Holocaust. He offers a range of new perspectives, including new ways of looking at testimony and at recent Holocaust fiction; explores controversies in Holocaust history; looks at the importance of the Holocaust for recent philosophy; and asks what the Holocaust means for reason, ethics, and for being human.

The issue of Holocaust tourism might be a quite sensitive, but nevertheless very important topic in the domain of the Holocaust remembrance. As tourism is often associated with leisure activities, it is quite challenging to put tourism into darker contexts of history and death. Also, different people coming to the Holocaust-related places with different motives make the issue of designing educational tours even more complex. This paper will try to expose questions related to dark tourism, Holocaust tourism, auratic memorial places, (...) and to discuss ethical approaches to the Holocaust memory in the beginning of the 21st century. The text argues for the tourist experience as a memorable and educational tool with an active transformational potential, which will turn the visitor into a witness who further contributes to survival of the legacy of the Holocaust in the future. (shrink)

Lessons of history are often referred to in public discourse, but seldom in scholarly discussions. This book wants to change this by introducing an innovative scholarly, analytical model of historical lessons, starting from the basic three-fold perspective that you simultaneously are history, share history, and make history. Not any history is useful for extracting or using lessons. Here, what are denoted as borderline historical events, demonstrating both time-specific and time-transcending qualities, are suggested as useful materials. Scholarly works on the Holocaust (...) and Soviet terror, from Raul Hilberg's and Robert Conquest's classical works of the 1960s to more recent books by Jan Gross and Timothy Snyder, are analyzed to identify lessons of history, and their change during a full half-century. (shrink)

The murder of six million Jewish men, women, and children during World War II was an act of such barbarity as to constitute one of the central events of our time; yet a list of the major concerns of professional philosophers since 1945 would exclude the Holocaust. This collection of twenty-three essays, most of which were written expressly for this volume, is the first book to focus comprehensively on the profound issues and philosophical significance of the Holocaust.The essays, written for (...) general as well as professional readers, convey an extraordinary range of factual information and philosophical reflection in seeking to identify the haunting meanings of the Holocaust. Among the questions addressed are: How should philosophy approach the Holocaust? What part did the philosophical climate play in allowing Hitlerism its temporary triumph? What is the philosophical climate today and what are its probable cultural effects? Can philosophy help our culture to become a bulwark against future agents of evil? The multiple dimensions of the Holocaust-historical, sociological, psychological, religious, moral, and literary-are collected here for concentrated philosophical interpretations. Author note: Alan Rosenberg is a Lecturer in the Philosophy Department at Queens College of the City University of New York. Gerald E. Myers is Professor of Philosophy at Queens College and CUNY Graduate Center. (shrink)

: In many discussions, whether general or academic, the Holocaust is used as a warning of how initially small corruptions can lead to terrible consequences. In particular, it has been seen as illustrating the ‘slippery slope’from euthanasia to murder, as showing the consequences of an exaggerated respect for law, and as showing the effects of a corrupt ideology. It is argued that these three points are all somewhat inaccurate, and that 1) the ‘slippery slope’occurred much earlier, the so‐called ‘euthanasia’programme being (...) already murder; 2) it was power rather than law that was excessively respected; and 3) it was the corruption of the sense of moral responsibility that did the real harm, rather than the establishment of any coherent ideology. (shrink)

Recognized as one of the leading philosophers and Jewish thinkers of the twentieth century, Emil Ludwig Fackenheim has been widely praised for his boldness, originality, and profundity. As is well-known, a striking feature of Fackenheim's thought is his unwavering contention that the Holocaust brought about a radical shift in human history, so monumental and unprecedented that nothing can ever be the same again. Fackenheim regarded it as the specific duty of thinkers and scholars to assume responsibility to probe this historical (...) event for its impact on the human future and to make its immense ramifications evident. In Emil Fackenheim's Post-Holocaust Thought and Its Philosophical Sources, scholars consider important figures in the history of philosophy--including Kant, Hegel, Heidegger, and Strauss--and trace how Fackenheim's philosophical confrontations with each of them shaped his overall thought. This collection details which philosophers exercised the greatest influence on Fackenheim, and how he diverged from them. Incorporating widely varying approaches, the contributors in the volume wrestle with this challenge historically, politically, and philosophically in order to illuminate the depths of Fackenheim's own thought. (shrink)

Some doctors and nurses played a key role in Nazism. They were responsible for the sterilization and murder of people with disabilities. Nazi doctors used concentration camp inmates as guinea pigs in medical experiments that had military or racial objectives. What we have learnt about the behaviour of doctors and nurses during the Nazi period enables us to reflect on several issues in present-day medicine. In some authors' opinions, the teaching of the medical aspects of the Holocaust could be a (...) new model for education relating to professionalism, Human Rights, Bioethics and the respect of diversity. Teaching Medicine and the Holocaust could be a way of informing doctors and nurses of violations of Ethics in the past. Moreover, a Study Trip to Holocaust and Medicine related sites has a strong pedagogical value. Visiting Holocaust related sites, T4 centres and the places where medical experiments were carried out, has a special meaning for medical students. Additionally, tolerance, anti-discrimination, and the value of human life can be both taught and learned through this curriculum. The following article recounts our experiences of organizing and supervising a study trip with a group of medical students to some Holocaust and medicine-related sites in Berlin and Hadamar. The study tour included lectures at universities in Düsseldorf and Berlin. (shrink)

This paper considers whether we have any reason to forgive the perpetrators of the most terrible atrocities, such as the Holocaust. On the face of it, we do not have reason to forgive in such cases. But on examination, the principal arguments against forgiveness do not turn out to be persuasive. Two considerations in favour of forgiveness are canvassed: the presence of rational agency in the perpetrators, and the common human nature which they share with us. It is argued that (...) the presence of rational agency does not generate a reason to forgive. However, our common human nature may be sufficient to provide such a reason, and evidence for its general reason-giving power can be seen in phenomena such as vicarious shame, and the moral significance which we attach to the notion of crimes against humanity. A reason for forgiveness based on common human nature will not be a strong one, but a weak reason still has some force. (shrink)

The purpose of this article is to show that the current incineration techniques of corpses are directly related to the Holocaust itself and its purposes. It is the same technique which, in the inhuman years of Nazi atrocities, was developed to be applied massively against the Jewish people and the other groups, because as a method it served and expressed both politically and ideologically the plan of a “final solution:” the final “dis-solution,” the disappearance of the human body even as (...) a residue, because the human body, even as a corpse, still retains identity and value. The findings of this study suggest a different analysis of the Nazis’ choice to eliminate the corpses of the Jews, while, at the same time, exploring the original approach offered here helps to understand better the value that the human corpse retains. Many social and religious groups that currently refuse to accept this way of managing human corpses become more understandable in their choice not to accept what nature itself denies but modern technique imposes, namely perfect oblivion, extinction of the corpse. Initially, it is presented in historical and intercultural terms in which ways human societies mainly behave towards the human corpse along with the most prevalent funeral burial customs. Subsequently, the semiology of the human corpse is evaluated in terms of philosophical aesthetics and is included in the corresponding aesthetic categories. Finally, this work airs and analyzes new bioethical issues which arise considering this ever-increasing tendency towards the practice of those responsible for the Holocaust, namely the disappearance of the human corpse. (shrink)

"Forgetting" plays an important role in the lives of individuals and communities. Although a few Holocaust scholars have begun to take forgetting more seriously in relation to the task of remembering—in popular parlance as well as in academic discourse on the Holocaust—forgetting is usually perceived as a negative force. In the decades following 1945, the terms remembering and forgetting have often been used antithetically, with the communities of victims insisting on the duty to remember and a society of perpetrators desiring (...) to forget. Thus, the discourse on Holocaust memory has become entrenched on this issue. This essay counters the swift rejection of forgetting and its labeling as a reprehensible act. It calls attention to two issues: first, it offers a critical argument for different forms of forgetting; second, it concludes with suggestions of how deliberate performative practices of forgetting might benefit communities affected by a genocidal past. Is it possible to conceive of forgetting not as the ugly twin of remembering but as its necessary companion? (shrink)

This book traces the evolution of Holocaust memory through the prism of place as it passes from survivors to their children and grandchildren.

Reflections on what is under-remembered in studies of the Holocaust.

At the heart of the Israeli-Palestinian conflict rages a struggle between two foundational tragedies: the Jewish Holocaust and the Palestinian Nakba. The contending ways in which both events are commemorated is a known feature of the conflict. Less known are marginal attempts to jointly deliberate on them. This article draws on such attempts to theorize a postnational conception of memory. Deliberating on the Holocaust and the Nakba, it argues, challenges the way nationalism structures ‘our’ and ‘their’ relationship to the past. (...) While nationalism seeks the congruence of memory and territory, postnationalism challenges this congruence. Doing so entails extending the communicative bounds of memory beyond national members, disrupting the territorialization of memory along national lines, and critically revising national narratives in light of a cosmopolitan memory. The article explores these three dimensions and offers a typology that differentiates the way nationalism and postnationalism mediate our relationship to the past. (shrink)

Holocaust denial (HD) is the activity of denying the occurrence of key events and processes which constitute the Holocaust. Should it be tolerated? HD brings into particularly sharp focus many difficult questions faced by defenders of content-neutral liberal principles protecting freedom of expression. I argue that there are insufficient grounds for the legal prohibition of HD, but that society has the right and the duty to expel and exclude deniers from the Academy.

"These essays are extremely well written, with the clarity and accessibility that one has come to expect from Berel Lang, one of the most respected and significant philosophers writing about the Holocaust and its impact." —Michael L. Morgan In these trenchant essays, philosopher Berel Lang examines post-Holocaust intepretations—and misinterpretations—showing the ways in which rhetoric and ideology have affected historical discourse about the Holocaust and how these accounts can be deconstructed. Why didn’t the Jews resist? How could the Germans have done (...) what they did? Why didn’t more bystanders join in the rescue? In Lang’s view, these questions become mischievous when the circumstances in which victims, perpetrators, and bystanders played their roles are omitted or obscured. To confront such issues adequately requires comparative and contextual evidence. Post-Holocaust addresses such questions as the place of the Holocaust in the Nazi project as a whole, the roles of revenge and forgiveness in post-Holocaust Jewish thinking, Holocaust commemoration as artifice or "business," and the relationship of the Holocaust to traditional antisemitism. Lang’s analysis provides an incisive and fruitful basis for confronting these critical subjects. Jewish Literature and Culture—Alvin H. Rosenfeld, editor. (shrink)

A collection of articles, some of which appeared previously. Partial contents:.

In this paper the author is attempting to establish the relationship - or the lack of it - of the Critical Theory to the "Jewish question" and justification of perceiving signs of Jewish religious heritage in the thought of the representatives of this movement. The holocaust marked out by the name of "Auschwitz", is here tested as a point where the nature of this relationship has been decided. In this encounter with the cardinal challenge for the contemporary social theory, the (...) particularity of the Frankfurt School reaction is here revealed through Adorno installing Auschwitz as unexpected but lawful emblem of the ending of the course that modern history has assumed. The critique of this "fascination" with Auschwitz, as well as certain theoretical pacification and measured positioning of the holocaust into discontinued plane of "unfinished" and continuation and closure of the valued project, are given through communicative-theoretical pre-orientation of J?rgen Habermas?s Critical Theory and of his followers. Finally, through the work of Detlev Claussen, it is suggested that in the youngest generation of Adorno?s students there are signs of revision to once already revised Critical Theory and a kind of defractured and differentiated return to the initial understanding of the decisiveness of the holocaust experience. This shift in the attitude of the Critical Theory thinkers to the provocation of holocaust is not, however, particularly reflected towards the status of Jews and their tradition, but more to the age old questioning and explanatory patterns for which they served as a "model". The question of validity of the enlightenment project, the nature of occidental rationalism, existence of historical theology and understanding of the identity and emancipation - describe the circle of problems around which the disagreement is concentrated in the social critical theory. U ovoj studiji autor nastoji da ustanovi odnos - ili manjak odnosa - Kriticke teorije drustva prema "jevrejskom pitanju", te opravdanost uvidjanja eventualnih tragova jevrejskog religijskog nasledja u misljenju njenih predstavnika. Pritom se holokaust, amblematicki naznacen u imenu "Ausvic" iskusava kao tacka na kojoj se odlucivalo o karakteru tog odnosa. U tom susretu sa kardinalnim izazovom za savremenu drustvenu teoriju, posebnost reakcije Frankfurtske skole izlaze se preko Adornovog instaliranja Ausvica u neoCekivano ali zakonito znamenje kraja onog toka koji je moderna istorija poprimila. Kritike ove "opcinjenosti" Ausvicom, kao i izvesna teorijska pacifikacija i odmereno smestanje holokausta u diskontinuiranu ravan jednog "nedovrsenog" i nastavljanja i dovrsenja vrednog projekta, date su kroz komunikativno teorijsku preorijentaciju Kriticke teorije Jirgena Habermasa i nastavljaca. Najzad se preko dela Detlefa Klausena sugerise da u najmladjoj generaciji Adornovih ucenika postoje signali revizije jednom vec revidirane Kriticke teorije i jednog prelomljenog i diferenciranog povratka izvornim uvidima u odlucnost iskustva holokausta. Ova mena u stavovima Kritickih teoreticara drustva prema provokaciji holokausta se, medjutim, ne ogledu u nekakvoj partikularnoj usmerenosti na status Jevreja i njihove tradicije, vec radije u onim vec dugovekim nedoumenjima i eksplanatornim matricama za koja su posluzili kao "model". Pitanja validnosti projekta prosvetiteljstva prirode okcidentalne racionalnosti, postojanja istorijske teleologije i razumevanja koncepcija identiteta i emancipacije - opisuju onaj problemski krug oko kojega se, i kada je o holokaustu rec, koncentrisu nesaglasja Kriticke teorije drustva. (shrink)

Deborah Lipstadt claimed that David Irving was a Hitler partisan wearing blinkers bending and manipulating evidence: the most dangerous spokesperson for Holocaust denial. Irving sued her and her publishers in a high profile case and lost.

How will the Holocaust be remembered as its survivors disappear? In this article Janina Bauman reflects upon her own work on the Holocaust in the context of the Holocaust's broader reception. She offers her own views about the genre with reference to contemporary documents and testimonials, secondary work, scholarly work, fiction and film. These observations and stories all circulate around her own 1986 landmark text, Winter in the Morning.

Taking “second-generation perpetrators” to refer to the tension between the guilt of the parents who were actively involved in carrying out Nazi atrocities, and the innocence of their offspring, I posit the oscillation between these positions as a form of liminality. Underpinned by the work of Jacques Derrida and Marianne Hirsch, I discuss this form of liminality in relation to concepts of the ghostly, examining the ways in which Holocaust narratives, literary and cinematic, are haunted by the past. I argue (...) that the family conflicts such second-generation narratives present run the risk of displacing the real victims of the Holocaust. (shrink)

Door de ultieme vernedering van hun slachtoffers voor zij geliquideerd werden wilden de nazi's afstand creëren, om geen medelijden met de slachtoffers te laten opkomen. De combinatie van vernedering en industrële vernietiging heeft er wezenlijk toe bijgedragen dat het debat rond de holocaust nog steeds voortduurt.

The Holocaust is one of the most intractable and challenging tragedies of moral evil to understand, assuming the existence of an omnipotent, omniscient and all-loving God, and it has important implications for all theists. This paper critically examines the problem of evil in the philosophical theologies of two prominent Jewish philosophers: Emil Fackenheim and Richard Rubenstein. The article defends their view that the six million deaths are existentially meaningless because no justifiable reason exists why God permitted this. Thus, a Jewish (...) theodicy is not possible for them. Fackenheim attempts to salvage traditional Judaism, and urges Jews not to lose their faith, lest Hitler be given a posthumous victory. Rubenstein rejects Fackenheim’s position and encourages Jews to accept the death of God and his mystical radical theology, and still continue traditional religious practices. I question both these responses, and hold that it is more plausible that God is not perfectly loving. (shrink)

This book is the first sustained inquiry into the ways in which postmodern thinkers have grappled with the historical bases, implications, and methodological problems of the Holocaust. The book examines the thinking of Arendt, Levinas, Foucault, Lyotard, and Derrida, all of whom have recognized the centrality of the Nazi genocide to the epoch in which we live. The essays written for this volume constitute a wide-ranging study of the efforts of postmodernism to articulate the Holocaust.

This article tries to defend the position that Holocaust Education can be enriched by appreciating laughter and humor as critical and transformative forces that not only challenge dominant discourses about the Holocaust and its representational limits, but also reclaim humanity, ethics, and difference from new angles and juxtapositions. Edgar Hilsenrath’s novel The Nazi and the Barber is discussed here as an example of literature that departs from representations of Holocaust as celebration of resilience and survival, portraying a world in which (...) lies, hatred and violence are still perpetuated. Because of its transgressive qualities, Hilsenrath’s narrative of the Holocaust as a satire with elements of black comedy can offer pedagogical openings for using laughter to interrupt normative constructions of the Holocaust as an unspeakable and sacred event that lies outside history, and thus beyond the capacities of human understanding. It is argued that laughter is an important modality for inviting deep thinking about the Holocaust, to move it from a transcendent phenomenon to an immanent event, situated clearly in the realm of human action and worthy of understanding so as to prevent it from happening again. (shrink)

In the present chapter I try to determine to what extent the public policies adopted by Romanian governments following the fall of the communist regime contributed to alleviating the most egregious past injustice, the Holocaust. The measures taken for memorializing the Holocaust will be analysed through the lens of a mixed reparatory justice – relational egalitarian account. Employing such a framework entails a focus on symbolic reparations, meant to promote civic trust, social solidarity, and encourage the restoration of social and (...) cultural capital in societies affected by historical injustices. Such symbolic reparations can include public atonement, changing street names, establishing memorials, funding museums, including Holocaust study in the national curriculum, setting national days for the commemoration of the Holocaust, etc. The need for symbolic reparation has become increasingly clearer in the literature on Holocaust memorialization, and the present paper intends to go a step further, by providing researchers with a theoretical approach that can be used to make better sense of the effects of measures taken as part of the process of Holocaust remembrance. In the chapter I also address the issue of determining who the duty-bearers should be. I argue that there could be several indicators for reparatory justice, including in this case compensation programs and the establishment of institutions that would allow dialogue between descendants of the victims and descendants of the perpetrators, a sine qua non condition for restoring social trust in communities marked by violations of human rights, especially of such a scale as the Holocaust. (shrink)

Ordinary people shudder at the thought that people in positions of power might do whatever they think they can get away with. But that is often the way it is in the real world, and the risks go even higher when opportunity is compounded with impatience. The ways of negotiation and diplomacy are not considered entirely outmoded. But more and more we are being duped by a dream of some ultimate technological fix: that one more fancy gadget is all it (...) will take to solve the vexing problems that less well-tooled folks have been stumbling over for centuries. Our success rate, this reasoning goes, has been limited so far only by the limits on our equipment. With the new super-missile, or the new super-plane, or the new superlaunching system in space, we will be able to leap tall buildings in a single bound-or, what is more to the point, just blow them away and walk across the crater. "Bombs can be clean." "Nuclearwar is winnable." The illusion of omnipotence that accompanies this megalomania is well nurtured by manufacturers who stand in line for contracts to help build some super-weapon. This should not be surprising. What at first glance is surprising is the almost total failure of our commercial media to call this myth into question. This criticism is meant to be sweeping, but I will here focus my remarks on film. (shrink)

This article questions the effectiveness of “engagement teaching” when dealing with controversial subjects by exploring the role of fear in contemporary education about the Holocaust in the United Kingdom. It begins by assessing a governmental report about education and a series of related press reports and chain emails, whose assumption that secondary school teachers are afraid of teaching controversial subjects (in particular the Holocaust) triggered an international scandal about Holocaust education in the UK in April 2007. The author argues that (...) three forms of respectful fear or deference are undermined in Holocaust teaching: epistemological (towards historical knowledge); political (towards curricula); and intergenerational (towards teachers). The article further demonstrates that the object of fear expressed by journalists and the public was not the Holocaust itself, but the reversal of deferential relations between teachers and pupils in the school classroom and the supposition that we may not learn from history. Whereas history education is held up by policy-makers as a safeguard of social stability and of the transmission of values, the application of “engagement teaching” to controversial subjects may in fact undermine the authority of historical education and the enlightenment principles on which it is founded. (shrink)

Heidegger, History and the Holocaust is an important contribution to the longstanding debate concerning Martin Heidegger's association with National Socialism. Although a difficult topic, this ambitious new work moves the entire debate on the Heidegger controversy forward. -/- Following Being and Time Heidegger expands on his notion of authenticity and related notions such as historicity and discusses the possibility of an authentic Dasein of a people along structurally consistent lines to his account of authenticity in Being and Time. O'Brien argues (...) that the same difficulties which appear to hamstring the early account of authenticity further affect the notion of an authentic Dasein of a people; Heidegger's political myopia in the thirties can thus be attributed to an underlying failure to come to terms with some of the difficulties discussed in this study. O'Brien concedes that Heidegger's philosophy is influenced by its historical period and context but argues that, however inflammatory, Heidegger's rhetoric cannot be simply reduced to crude Nazi jingoism. -/- This book is a genuinely philosophical approach to the Heidegger controversy and a much-needed re-examination of his ideas and influences. (shrink)