human your memory is short. To resort to historieløshet is easy. To know his story is a vaccine against repeating past mistakes. We know that repetition is the best medicine for your memory. And now we are talking about the collective memory. We must wage a continuous battle against the virus of anti-semitism. We need to tell each new generation. When one 10. class ends, begins a new 10. class.
the Annual celebration of the international Holocaustdagen gives us a necessary repetition and reminder. The selection also gives our teachers an opportunity to teach broadly about the industrial genocide of Europe's jews.
To teach wide may mean to include other genocide – their similarities, differences, prerequisites and course. We had genocide before the holocaust, namely the genocide of the armenians in 1915-17. This happened in The ottoman empire's last phase in the dead of the first world war. Folkemordkonvensjonens father, the Polish-jewish lawyer Raphael Lemkin established the concept of genocide – The Armenian Genocide.
To teach wide can also mean to include the other groups that should be exterminated. 75.000 disabled, and the sick were killed – killed – in Germany's eutanasiprogram Aktion T4. Including 5000 children and infants in the barneeutanasiprogrammet. Euthanasia is in many ways a euphemism (skjønnmaling) to take the life of people, murder.
Euthanasia comes from Greek and means "good death".One huge and unsightly stains are left
Eutanasiprogrammet Aktion T4 started In 1939 and the deaths happened primarily in three avlivningsanstalter in Germany. Killing is also a kind of euphemism. The doctors in The third reich took not The hippocratic oath, which explicitly prohibits euthanasia. (Genéveerklæringen came first In 1948)
To teach wide can also mean to tell about the reputable science of eugenics – eugenics. Norway was the leader in the eugenikken.
To teach the wide also provides the opportunity to reflect on current eutanasidebatter where someone argues for a dignified death. We are talking then about the active or passive dødshjelp. In the context of such reflections, it would not be unnatural to reflect on philosophical questions such as absolute morality (the morality that is common to all people). Can be an exciting theme for 10. grade.
It is not unnatural to focus on the victims in holocaustundervisningen or by the holocaust-tags. However, I would argue for a different angle. It is a better vaccine, if we focus on the perpetrators instead of the victims. Just as we in a mobbesituasjon in the schoolyard must ask why Per mobs Atle and not why Atli is being bullied. In any mobbesituasjon, there are three parties; the Bully, the victim and the spectators. The spectators can both be silent (cowardly or indifferent), or they can cheer on the bully.
It turns out often that if some of the spectators take to rebuke the bully can have a good effect on the situation. Then f.ex. The catholic and protestant churches objected, was eutanasiprogrammet temporarily stopped in august 1941 in Germany.
To know his story is not as easy as it may sound. Partly because the story is not written once and for all. And because there are different historical narratives. Holocaustoverleveren Samuel Steinmans story about the war is of course different than the resistance fighter Gunnar Sønstebys story. Even if both stories are true.
Marte Michelets book "What did the resistance?" created a lot of debate in the fall of 2018.Why did not home the jews?
Even more debate and furore created the book of the Harvard professor and historian dr. Daniel Goldhagens book "Hitler's willing executioners. Ordinary germans and the Holocaust" in 1996. Faghistorikerne was unusually loud in the condemnation of the book as ahistorisk, "totally wrong about everything" and "worthless". The book, however, was received very well by the German audience and helped to change both the historical and storytelling about the holocaust in Germany. The book Goldhagen won Demokratiprisen awarded by The Journal for German and International Politics In 1997. The award was presented by Jürgen Habermas.
Goldhagen challenges a part of myths about the holocaust. These include the story that most germans knew nothing about the holocaust during the war, that it was only the SS and not the usual Wehrmachtsoldat who participated in the killing of jews and others, and that the murderous anti-semitism was unique for naziideologien without historical roots.
Goldhagen also went in straight with the british historian Sir Ian Kershaws postulate "the Road to Auschwitz was built by hate, and paved by indifference."Polish attempts to restrict the foreign press Comment
Other historians, that the american Aron Rodrigue, believed that "passive complicity" was more adequate than "indifference". Goldhagen believes that the term "indifference" is unacceptable because the majority of germans were active antisemitter who wanted to kill jews in the most insensitive and hjerteløse way. He takes distance from the Milgram experiment that forklaringsmodell on the killing of jews. Namely, people's tendency to obedience for authorities.
acknowledging antisemittismens distribution and a general indifference to the jøders fate believe Goldhagen that anti-semitism in Germany was peculiar. He calls it a eliminatorisk, which developed into a eksterministisk anti-semitism. He points to a more hundreårig history with antijudaisme and jødehat, mainly controlled by the church. Both the catholic and the protestant.
The little adjustment of the Norwegian narrativet that the deportations of jews from Norway might not come so suddenly in the autumn of 1942, as we hitherto have been told, is like a small ripple on the water ift. the wave that Goldhagens book created in Germany in the 1990s.
We need to mark the international Holocaustdagen because we need it. The human inclinations know no bounds. Neither of good or evil. We must highlight the holocastdagen each year because we will never be rid of anti-semitism. When not even the holocaust was sufficient to overcome the anti-semitism I can not think of anything that can. What we are left with is a continuous battle against the virus. We must constantly revaksineres. We need to tell each new generation. When one 10. class ends, begins a new 10. class.
Our moral compass must be calibrated periodically. Selection of Holocaustdagen contributes to this calibration.Courageous Marte, steadfast and stubborn Debate