One especially astute young student made that comment when my class was discussing "Forgiving Dr. Mengele" (a documentary discussing the decision of one Eva Mozes Kor to forgive the demented experiments to which she was subjected as a Mengele twin during the Holocaust). This moment seemed to encapsulate the entire topic of Holocaust literature that I had just covered with my sophomore English students. Wasn't Vladek Spiegelman looking for some sort of closure when he burned Anya's diaries? Wasn't Art himself seeking closure for the life he experienced in the shadows of his parents' mutual trauma and mixed ability to cope with the prospect of survival? Perhaps Simon Wiesenthal too was seeking some form of closure when he asked his reader if they would forgive a dying Nazi. As I learned this previous week, Jan Karski was unable to find closure as a Righteous Gentile. He spent his life torn between his invaluable services towards exposing the brutality of racism in the National Socialist regime and the gnawing sensation that he could have done more.
Times are marginally different. The number of Holocaust survivors dwindles. There are monuments to the Holocaust that simple read out the names of the deceased. Picture a room made of mirrors reflecting the light of a single candle that, in the labyrinth of obsidian panels, multiplies to millions and is entirely silent except for the listing of names of murdered children. The names become almost anonymous, as indistinguishable as the candles staring back in the cosmos of a single space. We have the luxury of memory rather than witnessing. Yet perhaps this luxury has done more damage than it has provided closure.
As an educator, I feel it is my duty to ensure that young people are educated about the past (chiefly as it is expressed through literature). However, these people are the heirs to a planet that has seen war and hatred manifest as genocide countless times in its history. We remember what has happened but are gutless, neutered to any actual response until after the damage is done. Armenia, Rwanda, Bosnia, Serbia, Cambodia. The deceased are then added to the list of names that increasingly lose their meaning. We seek closure but this, like a candle in a mirror, is a reflection. It cannot be touched, let alone achieved.
It is this philosophy which motivates me to study how the world teaches the next generation about what previous generations have done. The past week, while certainly filled with happy, memorable moments with my fellow Fulbrighters, also was designed to help me expand, reflect upon, and conceptualize my understanding of an education that espouses social justice and the earnest belief that the world can be repaired with the proper tools. It is the search for these tools that took me to three distinct locations, each offering its own unique methodology for preserving memory, confronting the present, and paving the path to improvement for the future.
1. Warsaw, Jan Karski Conference.
For those of you who do not know, Jan Karski is (arguably) Poland's most famous Righteous Gentile (an honor bestowed by Yad Vashem in Jerusalem for those who took personal risks to help Jews in the Holocaust without seeking any sort of monetary compensation or religious conversion in return). This was a man who spent his entire life after the Second World War haunted largely by his belief that he had not done enough. Responsibility was a vital component of his character and it was this sense of civic duty which motivated his life. While there were many Righteous Among the Nations as well as countless others who acted with compassion during an amoral time, there is something especially compelling about the question of ethics in moments where ethics seem unimportant at best and a weakness at worst. Visitors to the conference included colleagues of Karski's from Georgetown University, artists, historians, government officials, and a survivor of the Rwandan genocide. Questions flew, many of them about who we blame for the Holocaust in Poland. Finally, one especially disgruntled speaker stated plainly, "Who do we blame? The ones who did the killing."
I coupled this conference with a visit to Warsaw's Jewish Museum. As I walked through the exhibits which traced the history of the Jewish people from the middle ages to the contemporary time, there were several questions which rooted rapidly in my mind. Primarily, how can I as an educator ensure that questions of ethics and morality are not sideswiped for the sake of time or convenience? I think back to discussions about ethics and capitalism in Brecht or dialogue about gang violence in Romeo and Juliet. Is there something missing in American education when it comes to ethics? Too often we like to handle children with the care and sensitivity of an Easter egg. We refrain from posing difficult or challenging questions out of concern for "sensitivity" or the fear that students might say things we just don't want to hear. Flatly, if this is the course that American education continues to take, it is doing its children a disservice. It seems that a proper education would indeed instill a fundamental criticism for historical ethics and include substantial dialogue about how we can foster our own sense of ethical existence. This, in turn, would produce some sense of responsibility, a trait modeled by the countless Righteous Among the Nations who proved that ethics are not meant to hide during turbulent times.
2. Norway
Norway's history during the Second World War is somewhat less devastating and complex than Poland's. Norway, like Poland, fought fiercely against Nazi occupation. Both hosted bold and dedicated resistance movements. However, unlike Poland, significantly more of Norway's Jewish population survived. There are a plethora of historical reasons for this. Neutral and Allied territories (such as Sweden and the UK) were much closer to Norway. Despite this, however, many Jews were killed in Norway as part of the Holocaust.
What is perhaps more noteworthy of my time in Norway is the focus on Norway's place as one of the world's most tolerant nations. This tolerance was largely the purpose of my visit. After making contacts with and establishing an interview with the Rafto Foundation (a Norwegian human rights advocacy group in Bergen), my questions as they related to education were informed by the Foundation's educational workshops on Democracy, Discrimination, and War/Dehumanization. The group advocates a dialogue-based approach to learning about these three components of human rights discussion.
Dialogue and discussion are indeed essential parts of learning about catastrophic events and finding solutions for situations of injustice. My time in Norway expanded my understanding of social justice education largely due to its focus on the future. While the events of the past do play a significant part of our understanding of the present and future, without a clearly defined concept of what must be prevented, a knowledge of the past does little good. Furthermore, this concept must be the result of democracy and dialogue. People must work together to act as a shield against human rights abuses as a coalition rather than courageous individuals.
3. Berlin
This was perhaps the hardest part of my project thus far. I am German. My heritage is firmly rooted in this nation that has been the cradle for culture, art, and science for thousands of years. I am enormously proud of this heritage. Dadaism, Beethoven, Hildegard, Goethe, Bach.... But I digress. It's no secret a shadow still hangs over Germany due to the events of the Second World War despite the fact that most of today's German population was not alive for these events, let alone collaborative in them. However, there seems to be an unspoken rule that people constantly view Germany with Nazism in the back of their minds. While I plan to visit Germany multiple times and experience the culture that walks hand in hand with my heritage, I must, regrettably, dedicate a large part of this post to Holocaust discussion since that was the focus of my trip and my Make it Happen project.
Few nations today can boast the tolerance and liberalism that Germany represents. I looked forward to visiting Berlin for weeks, despite the historical irony that a queer Jew would look at Berlin as a safe-haven. I thought about the vibrant Weimar LGBT underground scene including film, magazines and music that heralded Berlin as an LGBT Mecca in the 1920s. I spent my senior year researching this period and I craved something of this liberal, open environment as if it were something I could purchase in a shop as soon as I got there.
Berlin proved to be all I could want in terms of a diverse and open-minded city. Walking through Berlin was an almost electrifying experience. The streets were lined with illuminated orbs that symbolized the fallen Wall. People from all walks of life paraded the streets to commemorate the day that East and West Germany began the process of reunification. Some might say it is truly Germany's best age. The economy is booming, its education is free and of high quality, and it has become a beacon of open-mindedness. This stems from, in large part, the frankness of Germany's confrontation with its own past.
Germans today bear no responsibility for the events of the Second World War. Yet it is not an uncommon thought when one sees older Germans to silently wonder, "Where were you in 1933?" It However, Germany's cities (including the vibrant Berlin) is saturated with monuments to the victims of the war (including Romani people, Communists, Jehova's Witnesses, LGBT people, and people with disabilities). One such monument is the compelling and humbling monument to Europe's murdered Jews. With a design based on Prague's Jewish cemetery, the monument seems to represent chaos and order existing simultaneously. The large concrete blocks feature uneven tops but perfectly gridded alleyways between them. While walking through this space, a tight and distressing claustrophobia seems to set in. One longs for the openness that exists outside of the guts of this sterile labyrinth. The effect of this was quite impactful. The experience lent itself to reflection about its purpose both as a historical commemoration and as a work of art.
Similarly impactful was the Berlin Jewish Museum. This featured a room where a robotic arm writes the Torah at the same pace as a human would. It is a jarring, almost disturbing image. The sterility of the mechanical arm as it writes the fluid, lively hebrew on a seemingly infinite scroll of paper took getting used to, to say the least. There was a room in this building (concrete, lacking in climate control or lighting, 26 meters high). This room is called the Holocaust tower and is designed to exemplify the void left in German Jewish life by the Holocaust. I had been battling an ear infection for several days before I entered this room. Looking up caused vertigo. To speak the truth, looking anywhere but straight ahead caused vertigo. However, as I looked up into the cold darkness of this tower, my head began to spin for medical reasons. I pinned myself in a corner and continued to look up as the room twisted in my vision like a tilt-a-whirl. The other two people in the room stared at me slightly and then left quickly. God only knows what they thought was happening. The void, however, was demonstrated perfectly despite my inability to get it to sit still.
The progress that Germany has made is undeniable. It's history has been broken down into pieces that you can purchase on the street (like the Young Pioneers friendship pin I purchased from a man for 4 euro or the remnants Berlin Wall that has been cracked and crushed into souvenirs by tourists. Its history seems to be a melting pot where nothing melts. Yet a vibrant nation and rich culture have endured. It is a nation honest with its history but also entirely active in ensuring that the atrocities of the World War are public and thoroughly depicted.
How many other nations can claim such a response to a previous inhumanity? Certainly not the United States. When I was taught Civil Rights, the pictures were always of Martin Luther King, Jr speaking in front of the Lincoln Monument. Occasionally one might see a photograph of a "whites only" sign. I certainly didn't see the pictures of teenagers being doused by fire hoses. Images of hot coffee being poured on students sitting at segregated lunch counters were censored from the mix. Indeed, America's own genocide against the First Nation people is glossed over or presented in the cheery false-balance of the Indian Wars or the First Thanksgiving.
It all blends together into an essential question of how we teach children responsibility to prevent injustice. Furthermore, how can we unite children across the world to partner together to advocate human rights?
It was in Berlin that I rounded off my reflections about where my plans for social justice education must go.
I won't share them here because they are still shapes held only in soft clay and perhaps it is best that they stay only somewhat formed for the time being. I'm not looking for closure just yet.
All my love.
K.
























