The International Holocaust Remembrance Alliance (IHRA) developed a ‘Working Definition of Antisemitism’ in 2016. Whilst the definition has received a significant amount of media attention, we are not aware of any comprehensive philosophical analysis. This article analyses this definition. We conclude that the definition and its list of examples ought to be rejected. The urgency to do so stems from the fact that pro-Israel activists can and have mobilised the IHRA document for political goals unrelated to tackling antisemitism, notably (...) to stigmatise and silence critics of the Israeli government. This causes widespread self-censorship, has an adverse impact on freedom of speech, and impedes action against the unjust treatment of Palestinians. We also identify intrinsic problems in the way the definition refers to criticism of Israel similar ‘to that leveled against any other country’, ambiguous wording about ‘the power of Jews as a collective’, lack of clarity as to the Jewish people’s ‘right to self-determination’, and its denial of obvious racism. We consider alternative definitions and prefer one like the Oxford English Dictionary (OED) definition, ‘hostility to or prejudice against Jews’, with the addition of the words ‘as Jews’. We recognise that the Jerusalem Declaration on Antisemitism (JDA) can play a useful purpose in illustrating the shortcomings of the IHRA definition. However, we do not advocate promoting it as the prime international definition. Indeed, we question the efficacy of using complex new definitions to combat racism against Jews or other groups, and instead advocate combatting it through collective action across societies. (shrink)

From 1945 to date Holocaust research has concentrated on complex matters such as militant Jewish resistance, convoluted Nazi strategies, ambivalent bystander behavior, controversial ghetto leadersh...

Many survivors of the Holocaust have carried feelings of shame related to having survived this horrific event. This paper traces a genealogy of shame by exploring the sources of shame that have haunted survivors, and how these have manifested themselves in their lives and the lives of their children. Arguing that the intergenerational transmission of shame has reinforced a culture of silence among survivors and their children, this paper calls for a reconceptualizing of the afterlife of the Holocaust, (...) which leverages shame as a powerful piece of remembering and understanding the Holocaust. (shrink)

The post-Holocaust suicide of a concentration camp survivor is particularly unsettling. One thinks, for instance, of Cliff Stern's devastated response to Professor Louis Levy's death in Woody Allen's movie Crimes and Misdemeanors. Loosely based on Primo Levi, Allen's professor provides in short documentary clips an astute analysis of the contradictions of a loving God in the Old Testament and stoically counsels embracing life despite the indifference and occasional cruelty of the universe. Having experienced, understood, and accepted the absurdity and (...) injustice of life, Levy, one might think, would rage to the bitter end against the dying of the light. But for no apparent reason, he kills himself. Cliff's response... (shrink)

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)

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)

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.

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 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)

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)

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

This community-based research investigated the relationship among Holocaust knowledge, Holocaust education experiences, and citizenship values in adults residing in the US. This study contributes to the literature an inferential investigation that reports positive civic attitudes associated with Holocaust education. A moderate correlation was identified, with approximately 10% of the variance in citizenship scores explained by Holocaust knowledge. Multiple regression analyses revealed Holocaust knowledge as the strongest predictor of citizenship values, followed by gender, suburban/urban childhood community, (...) and learning about the Holocaust in school, respectively. Of eight unique Holocaust education experiences examined, learning about the Holocaust in school was the strongest predictor of citizenship values, followed by hearing a Holocaust survivor testimony in person or via electronic media, and visiting a Holocaust museum, respectively. Findings can inform Holocaust education policy, research, and practice, including the potential role of Holocaust curriculum in the larger context of moral and civic education. (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)

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)

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)

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)

This article analyzes the distinctive forms that collective memories take in the age of globalization. It studies the transition from national to cosmopolitan memory cultures. Cosmopolitanism refers to a process of `internal globalization' through which global concerns become part of local experiences of an increasing number of people. Global media representations, among others, create new cosmopolitan memories, providing new epistemological vantage points and emerging moral-political interdependencies. The article traces the historical roots of this transformation and outlines the theoretical foundations for (...) the emergence of cosmopolitan memories through an examination of how the Holocaust has been remembered in Germany, Israel and the USA in the course of the last fifty years. It is precisely the abstract nature of `good and evil' that symbolizes the Holocaust, which contributes to the extra-territorial quality of cosmopolitan memory. As such, memories of the Holocaust contribute to the creation of a common European cultural memory. (shrink)

This essay examines different viewpoints taken by historians and theorists in three important debates about the Holocaust and the Nazi past in Germany. Analysis shows that the content and form of historical judgment, the limits of historical narratives, and the referential connections between "facts," "representation," and "truth" are more problematic than historians and social theorists taking part in these debates would like to believe. Examples show that attempts to represent past "reality" are closely related to the politically and socially (...) significant interplay between individual and communal search for legitimation, and the legitimation of the past by the authority of the present. A hidden similarity--the fundamental belief in the ability of representation to capture past "reality" and thus its universal validity--appears amid the seemingly antithetical opinions and theoretical assumptions in these debates. Even in cases of historical phenomena as morally, politically, and intellectually challenging as the Holocaust, understanding historical representation in the framework of the self-referentiality of historical texts, and accepting the propositional nature of historical writing, is crucial. (shrink)

This book argues that postmodernism is a response to the Holocaust, and because of this, offers a new range of perspectives. This book offers new ways of looking at testimony, like Primo Levi and Elie Wiesel, and recent Holocaust fiction like Anne Michael's Fugitive Pieces, Jonathan Safran Foer's Everything is Illuminated and the false memoir of Benjamin Wilkomirski. It explores controversies in Holocaust history, such as the debate over Daniel Jonah Goldhagen's Hitler's Willing Executioners and the David (...) Irving/Deborah Lipstadt Libel trial. It looks at the importance of the Holocaust for recent philosophy and what the Holocaust means for reason, ethics, and for being human. (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)

ABSTRACT The specific form of holocaust humor that I will address—as developed by comedians Larry David, Sarah Silverman, Rachel Bloom, Ilana Glazer, and Abbi Jacobson—is neither trivial nor trivializes the suffering of the Jews but rather can expose the complicity of our narratives about the holocaust with our own white indifference to the pervasive ruthlessness of American genocide against black communities and our failure to bear witness to the survival of certain genocidal logics from the past in the (...) American present. (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.

Title: Modernity and the Holocaust Publisher: Wiley ISBN: 0745606857 Author: Zygmunt Bauman Title: Tough Jews: Political Fantasies and the Moral Dilemma of American Jewry Publisher: Basic Books ISBN: 0465086365 Author: Paul Breines.

In what has become a famous quotation, the philosopher Theodor Adorno commented that to write poetry "after Auschwitz" is barbaric. If the holocaust is an "event" that may legitimately be described as unspeakable, it is hard to see why poetry deserves more opprobrium than other ways of framing it, including what may broadly be called social theory. After all, if social theory were once guilty of ignoring the holocaust, it has also exhibited the barbarism of reason involved in (...) transforming this "event" into social processes, conditions, systems, classificatory schemes and statistical tables. This collection of essays explores the character, impact and abiding legacy upon social theory of the Nazi holocaust. The premise which informs the contributions is that Zygmunt Bauman's claim that social theory has failed to address the holocaust remains true. (shrink)

The three authors—Jennifer V. Evans, Erica Fagen, and Meghan Lundrigan—divide their rather challenging investigation in the Holocaust Memory in the Digital Mediascape into five parts. Their richly...

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)

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

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.

The phenomenon of Holocaust denial, once considered a fringe manifestation with very little impact, has, more or less, entered the mainstream of historiographical and academic debate in recent years. The main danger associated with the deniers’ discourse is that of forcing into the public conscience the awareness of the fact that there might be “more sides” to the Holocaust history than previously known based on written documents, testimonies of survivors and other types of proofs. The following paper is (...) a review of the emergence, development and extent of Holocaust denial, especially in the United States, as well as an attempt to summarise the deniers’ arguments, claims and motivations, following the line opened by Deborah Lipstadt and other historians. (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)

Focuses on a neglected aspect of the Heidegger controversy: the question of Martin Heidegger's relationship to the industrialization of death as symbolized by Auschwitz. Contributors seek to comprehend the meaning of Heidegger's post-war silence about the Holocaust, as well as the meaning of his several explicit references to the Extermination, in the light of his preoccupation with the nihilism that he believed to be the hallmark of our technological world. Essays reflect the editors' concern to avoid both censorship and (...) partisanship in their selections—resulting in a wide diversity of viewpoints, and the full spectrum of views, that have arisen in the course of the ongoing Heidegger debate. (shrink)

This chapter shows Murdoch’s exploration simultaneously widening to encompass the overwhelming sense of guilt experienced in connection to the Holocaust and narrowing to concentration on the lack of remorse evinced by Heidegger. Her three last texts are imbued with the continuing after-shock of the Holocaust, the central dilemma of Holocaust studies, and her struggle with the conundrum which Heidegger’s life and philosophy presents. Murdoch’s post-Holocaust narratives are mapped onto tertiary Holocaust literature; her fiction offers an (...) enscripted form of remorse which passes on the memory of the Holocaust. Reading her oeuvre with the concerns thus focalised by her late work and reflections from Levinas’s ethics and Ricoeur’s narrative theory makes it retrospectively apparent that the Holocaust is a constant ethical presence in her writing and the source of her generalised remorse about the human potential for evil. A fatal form of corporate remorse is mythically enacted in The Message to the Planet by Marcus Vallar who dies of identification with the six million. Yet, paradoxically, he also conjures the figure of Heidegger. In Jackson’s Dilemma Murdoch’s preoccupation with Heidegger is overt: this novel forms a counterpoint to her monograph on his work. Murdoch, among many intellectuals, struggles with the disjunction between Heidegger’s philosophy and his political engagement. Remorse emerges as the key concept in her encounter with him. (shrink)

This chapter explores the social and ethical implications of offering forgiveness to perpetrators. In the not so distant future no perpetrators and no first-generation victims of the Holocaust will remain alive. Yet, the determination of whether perpetrators should be forgiven will continue to shape our moral thinking. Simon Wiesenthal famously called attention to the problem of Holocaust forgiveness in his book The Sunflower. Wiesenthal tells how the Red Cross had converted a technical high school into a “Reserve Hospital,” (...) where prisoners were employed to carry rubbish from the building. A nurse called aside the protagonist, Simon, to ask him to assist with a patient. After some preliminary discussion, Karl, the patient, reports to Simon that he was a SS volunteer who participated in a gruesome murder of Jews by fire. Then he presents to Simon his request for forgiveness. He said, “In the long nights while I have been waiting for death, time and time again I have longed to talk about it to a Jew and beg forgiveness from him.” (54) In this chapter we explore the possibility that perpetrators like Simon could be forgiven. (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)

_ 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)

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)

"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)

Determining how to teach about rescue during the Holocaust presents many dilemmas to teachers as they plan Holocaust curricula. Rescue is often overemphasized, and faulty perspectives about rescuers and their actions may cause students to develop distorted views about this aspect of Holocaust history. This article explores several factors that should be considered by teachers as they develop the rescue sections of their Holocaust units and discusses how studying these factors can lead students to develop a (...) balanced, realistic understanding of the unique phenomenon that was Holocaust rescue, thus doing justice to the rescuers while maintaining historical validity. (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)

Resistance strategies in severely repressive, violent contexts such as genocide are multifaceted, and it is important to understand what distinguishes people who choose collective resistance (e.g., uprisings, partisan groups) or individual resistance strategies (e.g., escaping, hiding). This chapter discusses a content analysis of survivor testimonies from the Shoah Foundation Visual History Archive that examined this question, based on a matched comparison of 170 Holocaust survivors involved in collective or individual resistance. Our findings suggest the importance of social and contextual (...) influences and experiences before and during the genocide—for instance, political family socialization and prior political participation and ideology, resistance role models, the type of imprisonment, direct exposure to mass killings and traumatic family losses, and family responsibilities. Overall, we suggest broadening the scope of resistance in research on severely repressive and violent contexts, and going beyond psychological processes to analyze specific circumstances that shape how people resist. (shrink)

After the Holocaust, we have a new appreciation of the concept of radical evil. Radical evil is evil that is not defined in comparison to the good; it is evil even when there is no good. Crimes against humanity, or crimes that challenge the concept of humanity, are challenges to the whole code, not infractions of some rule. Because radical evil transcends the law, the commission of radical evil is inexpiable. Since such a crime has a conceptual basis, instigators (...) are as guilty if not guiltier than perpetrators. The Holocaust, by linking radical evil to mass extermination, marks a new phase in our historical experience. The contrast between good and evil is replaced by the contrast between good and neutral. Since radical evil reconfigures the good as the neutral, and then also reconfigures the evil as neutral, neutrality in the face of radical evil is no longer an option. (shrink)

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)

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)

The modern project embraces a belief in progress, a belief nourished by a trust in human rationality. It encompasses the conviction that after the scientific revolution, science found its proper form and has made ongoing advances ever since. The belief in progress also includes a technological optimism, seeing technology as a solid engine of progress. However, the modern project includes profound ambiguities. As part of Modernity, one sees brutal forms of colonisations, the development of slave trade, and the formulation of (...) explicit racist worldviews. The industrial revolution established new forms of exploitation and oppression of workers and their families. Also during Modernity, several acts of genocide have taken place. The Holocaust is just one gruesome example. Mathematics is an integral part of all features of Modernity, and the ambiguities inscribed in Modernity might be inscribed in mathematics as well. A critical philosophy of mathematics must bring to the forefront the diversity of roles, including the horrific ones, that might be played by mathematics. (shrink)