As a treatment of radical evil, philosophical engagement with the Holocaust must negotiate a breach of intelligibility and of our moral world so great that canonical moral frameworks cannot compass it. Accordingly, the role of the philosopher in relation to Holocaust studies is not one of dispassionate reflection, and it calls for careful consideration. The author argues that as scholars, teachers, and citizens, philosophers treating the Holocaust have a duty to philosophize in a manner that advances (...) the cause of humanitarianism. The author argues that the best way to do so is by philosophizing historically and illustrates what this means for the above three offices of the philosopher. The author first considers postmodernist approaches to history which are found lacking insofar as they may be used to bolster the claims of Holocaust deniers and revisionists. Instead, the author advocates a “social realist” stance on history, whereby philosophers can make explicit reference to the concrete events that comprise the historical context of the Holocaust and allow the events to speak for themselves. This allows the philosopher’s work to remain accessible to a broad audience as well as providing a stable moral framework which avoids morally ambiguous or morally neutral judgments of the Holocaust. (shrink)

This essay begins with a Berlin memorial to the victims of National Socialist “euthanasia” killings first unveiled in 2014. The open-air structure was the fourth such major public memorial in the German capital, having followed earlier memorials already established for Jewish victims of Nazi atrocity in 2005, German victims of homosexual persecution in 2008, and Sinti and Roma victims in 2012. Planning for the systematic persecution and extermination of at least 300,000 infants, adolescents, and adults deemed “life unworthy of life” (...) long preceded and extended beyond the 12-year Nazi period of massacre linked to other victim groups. Yet those constructing collective memory projects in Berlin appear to consider these particular victims as an afterthought, secondary to the other groups. Rather than address the commemorations themselves, this essay addresses the sequence in which they have appeared in order to demonstrate a pattern of first-victimized/last-recognized. I argue that the massacre of Jews, Roma, homosexuals, and others had to come into legal jurisprudence, scholarship, and public memory projects first before the murdered disabled body and its related memorialization could be legitimized as a category of violence important in and of itself. I argue further that the delay is rooted in a shared trans-Atlantic history that has failed to interrogate disability in terms of the social and cultural values that categorize and stigmatize it. Instead, the disabled body has been seen as both a physical embodiment of incapacity and a monolith that defies historicization. An examination of the broader foundation behind delayed study and representation that recognizes the intersection of racism and ableism allows us to reconfigure our analysis of violence and provides fertile ground from which to make connections to contemporary iterations still playing out in the present. (shrink)

Measuring genocide is an effort to treat the Holocaust within the framework of the history of ideas, specifically, how an event of enormous magnitude in terms of life and death issues as such embodied within a political system called National Socialism has an intellectual afterlife of some consequence. The article attempts to develop a four-stage post-Holocaust accounting of events that took place between 1933 and 1945. The first stage is biographical and autobiographical, followed by a second stage of (...) ethnographies of survivors and victimizers. The third stage is dominated by historians and social scientific efforts to examine the “logic” of mass murder. The fourth and current stage is microanalysis, in which sharp and clear distinctions are made between differential treatment of victims in a variety of regions, states, nations, and even concentration camps. It should be understood that these four stages do not negate one another but co-exist in the lasting if uneasy effort to understand the Holocaust. (shrink)

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)

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

This book goes beyond historical and psychological explanations of the Holocaust to directly address the moral responsibility of individuals involved in it. While defending the view that individuals caught up in large-scale historical events like the Holocaust are still responsible for their choices, he provides the philosophical tools needed to assess the responsibility, both negative and positive, of perpetrators, accomplices, bystanders, victims, helpers and rescuers. This book will be an important addition to courses on the Holocaust in (...) social and political philosophy, history, religion, and applied ethics. (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)

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 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)

Following decades of silence about the involvement of doctors, medical researchers and other health professionals in the Holocaust and other National Socialist (Nazi) crimes, scholars in recent years have produced a growing body of research that reveals the pervasive extent of that complicity. This interdisciplinary collection of studies presents documentation of the critical role medicine played in realizing the policies of Hitler's regime. It traces the history of Nazi medicine from its roots in the racial theories of the (...) 1920s, through its manifestations during the Nazi period, on to legacies and continuities from the postwar years to the present. (shrink)

Post-communist East-Central Europe is witnessing a clash of memories focused on its recent past. Whereas Western memory is constructed around the “politics of regret” and responsibility-assumption vis-à-vis the Holocaust, Eastern memory focuses to a large extent on responsibility-attribution for the trauma of communist rule. These are comparable traumatic experiences, but due to different “cognitive mapping” and different mnemonic social frameworks, Eastern memory has produced a post-mnemonic framework that allows for a creeping justification of interwar Radical Right ideologies; for the (...) transmogrification some of their standard-bearers into anti-communist heroes and martyrs; and the obfuscation World War II history. In some countries, religion and its past representatives are used for the same purpose. (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)

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)

Numerous scholars, representing various fields of knowledge, have studied the Holocaust and published extensively on this subject since the end of the Second World War. Many original Holocaust documents, diaries and memoirs of victims and survivors have been edited and published, along with numerous historical, philosophical and theological treaties on the Shoah. The goal of this paper is to present psychology’s contribution to the study of the Holocaust. The authors discuss results of empirical research and clinical observations (...) concerning the long-term consequences of this trauma (the KZ/survivor syndrome), adaptation and coping skills of survivors, the phenomenon of transgenerational transmission of trauma and intrapsychic and interpersonal functioning of the children of survivors (the Second Generation). They present epidemiological data and psychological mechanisms of attempted and committed suicide among the Jews during the persecutions and deportations, as well as suicide in the ghettos and concentration camps, and among the Holocaust survivors. In the paper a short description ofpsychotherapy and other forms of psychological help available to the Holocaust survivors and their children is also presented. Last but not least, it is discussed how the knowledge of the psycho-social consequences of the Holocaust can be used by psychologists in their work with victims and survivors of other genocides and traumas. (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)

In his much-discussed Hitler’s Willing Executioners, Daniel Goldhagen claims to bring ‘the critical eye of the anthropologist’ to the task of understanding the motivational state of Holocaust perpetrators. This aspect of his methodology has not received much critical attention. In this article I seek to fill that gap. I do so through consideration of Peter Winch’s reflections on the concept of learning from anthropological study of an alien social and cultural world. Goldhagen tells us that perpetrators acted as they (...) did because they believed it was ‘necessary and just’ to do so. But he only tells us thatthey believed this. We need to know howthey could have believed such a thing. Drawing upon Winch’s reflections, and with recourse to a controversial analogy, I address the ‘phenomenological’ question that Goldhagen poses, but fails, to explore. (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.

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)

The participation of physicians in the atrocities of the Holocaust exposed vulnerabilities in medicine’s moral commitment to patients’ best interests that every health professional should recognize. Teaching about this history is challenging, as it is extremely complex and there are no common standards for what basic historical facts students in health professions training programs should learn. Nor is there guidance on how these historical facts can or should be related to contemporary ethical issues facing health professionals. To address these (...) problems, we propose a set of core historical facts about health professional involvement in the Holocaust that every student in a health professional training program should learn. We then identify three ethical lessons from the Holocaust that are pertinent today as physicians struggle to maintain their moral compass and earn the trust of patients and the public: 1) The lesson of commitment to science; maintaining balance between reason and skepticism in the search for truth, The lesson of clinical detachment; maintaining balance between necessary professional distance with a commitment to humanism and intimacy with patients, and 3) The lesson of competing loyalties; maintaining balance in upholding medicine’s multiple responsibilities, including to individual patients and the larger community. Embedding these facts and lessons into the education of health professionals is challenging yet critically important. Today’s physicians struggle with some of the same ethical tensions as did German physicians in the Nazi era, albeit in a much-attenuated fashion. Awareness of these tensions and taking active measures to maintain them in balance are necessary components of humanistic health care, which should be an integral part of health professional training programs. (shrink)

This interdisciplinary study brings together research on audiences’ participation in the media, and an up-close exploration of communicative entitlement of and for such participation. Viewing visitor books as situated, public media, the study asks two related questions: how museums and institutions that employ this medium frame participation of ‘ordinary’ people in the public sphere, and how, in return, visitors variously articulate their participation. The article first examines the context in which visitor books mediate participation, and how museums frame them so (...) as to invite ‘authentic’ expressions by ‘ordinary’ visitors. The analysis depicts a taxonomy of participation, evincing five types of entitlements found in visitor book texts. These entitlements shed light on how participation in the public sphere is both understood and pursued. The article responds to calls for empirically rich studies on mediation practices and processes. It adds to the literature on communicative entitlements by examining an under-researched hitherto public medium and by illuminating a shift from talk-in-interaction to the context of text-in-interaction. (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 Holocaust marks a decisive moment in modern suffering in which it becomes almost impossible to find meaning or redemption in the experience. In this study, C. Fred Alford offers a new and thoughtful examination of the experience of suffering. Moving from the Book of Job, an account of meaningful suffering in a God-drenched world, to the work of Primo Levi, who attempted to find meaning in the Holocaust through absolute clarity of insight, he concludes that neither strategy (...) works well in today's world. More effective are the day-to-day coping practices of some survivors. Drawing on testimonies of survivors from the Fortunoff Video Archives, Alford also applies the work of Julia Kristeva and the psychoanalyst Donald Winnicot to his examination of a topic that has been and continues to be central to human experience. (shrink)

How far can we ever hope to understand the Holocaust? What can we reasonably say about right and wrong, moral responsibility, praise and blame, in a world where ordinary reasons seem to be excluded? In the century of Nazism, ethical writing in English had much more to say about the meaning of the word `good` than about the material reality of evil. This book seeks to redress the balance at the start of a new century. Despite intense interest in (...) the Holocaust, there has been relatively little exploration of it by philosophers in the analytic tradition. Although ethical writers often refer to Nazism as a touchstone example of evil, and use it as a case by which moral theorising can be tested, they rarely analyse what evil amounts to, or address the substantive moral questions raised by the Holocaust itself. This book draws together new work by leading moral philosophers to present a wide range of perspectives on the Holocaust. Contributors focus on particular themes of central importance, including: moral responsibility for genocide; the moral uniqueness of the Holocaust; responding to extreme evil; the role of ideology; the moral psychology of perpetrators and victims of genocide; forgiveness and the Holocaust; and the impact of the `Final Solution` on subsequent culture. Topics are treated with the precision and rigour characteristic of analytic philosophy. Scholars, teachers and students with an interest in moral theory, applied ethics, genocide and Holocaust studies will find this book of particular value, as will all those seeking greater insight into ethical issues surrounding Nazism, race-hatred and intolerance. (shrink)

The Milgram obedience studies are widely presented in psychology textbooks as integral to understanding the behavior of Holocaust perpetrators. Recent appraisals of the Milgram legacy have not challenged this view. Discussions of the Holocaust in the historical literature are often cited by psychologists to support the claim of the centrality of the Milgram studies to understanding the Holocaust. More recent historical literature presents a different view of the Holocaust, one that directly questions the relevance (...) of Milgram's obedience studies in understanding the Holocaust. This view has not been well represented in discussions of Milgram in psychology, and is discussed here. The nature of the evidence for the ecological validity of the Milgram studies, and the broader issue of the role of the Milgram studies as "scientific parables" are also discussed. Authors of future psychology textbooks may wish to examine the controversial nature of the claim that Milgram's studies are central to understanding the Holocaust more fully. 2012 APA, all rights reserved). (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)

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

SS ideology was the expression of an apparently philosophical self-containing system of thought, articulated around a systematic body of knowledge claiming to integrate humanity inside a global vision of Being. Using ontology and anthropology as foundations, SS thinking developed essentially in the field of ethics. It portrayed itself as a global approach to society and civilization, based on eugenics and ethnic cleansing. It accomplished the fusion of the modern biological paradigm with the cultural shock brought about by World War I (...) and promoted total war for the sake of total health. And since institutional philosophy largely ignores SS theory and praxis, Holocaust memorial institutions may represent an alternative for the development of understanding and reflection. Within the context of Nazism, SS thinking did much to work out the theory for which the Holocaust would be the ultimate accomplishment. It intended to provide the Holocaust with legitimacy, from the viewpoints of ontology, anthropology, politics, and ethics, whence the importance of studying the theoretical framework that gave sense to the most terrible form of SS praxis. (shrink)

This book aims to show the many resources at our disposal for grappling with the Holocaust as the darkest occurrence of the twentieth century. These wide-ranging studies on philosophy, history, and literature address the way the Holocaust had led to the reconceptualization of the humanities. The scholarly approaches of Pierre Klossowski, Georges Bataille, and Maurice Blanchot are examined critically, and the volume explores such poignant topics as violence, evil, and monuments.

Is the Holocaust Vanishing? explores the ramifications of the passing of survivors for Holocaust studies, the removal of the Jew from Holocaust studies, and what all of this means for Jewish identity after the Holocaust. The book consists of years of reflection and wrestling with these issues on the part of a man who is a Holocaust survivor, a rabbi, and a professor of Holocaust studies.

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)

In this article, I offer a literary-critical reading of Modernity and the Holocaust, arguing that Bauman’s non-Hobbesian ethics is linked to a form of Orphic authorship. I contextualize this reading with a study of three literary authors: W.G. Sebald, Peter Weiss and Janina Bauman, and their respective versions of this post-Holocaust authorship. At stake is the drama of the forbidden gaze, the moment when Orpheus turns to look at Eurydice, killing her a second time. Using Levinas’ ethics and (...) his scenario of recognition, Bauman re-writes this fateful gaze as a loving gaze, implicitly proposing a counter-model to the Schmittian gaze — always ready to recognize the enemy, always ready to kill. (shrink)

This essay explores an interdisciplinary framework for the comparative study of genocide. It traces the Other Holocaust of communist genocide in the twentieth century, with an estimated 100 million victims. Both the Nazi Holocaust and communist genocide raise major ethical dilemmas concerning individual and collective responsibility. The central underlying dynamic common to the Nazi Holocaust, communist and other genocides is the radical discounting of human life and dignity, and denial of the intrinstic worth of each individual human (...) being. Hence the moral equivalency of evil Mass crimes against humanity run counter to the ethical precepts of all major religions, in particular the Judaeo-Christian tradition which considers man inviolable, created in the image of God Those who would honor and remember the victims of past genocides, whether Christians or Jews, believers or nonbelievers, need to rededicate their efforts to prevent such atrocities in the future by defending human rights and the persecuted in the present. (shrink)