Auschwitz-Birkenau is probably the most well-known site of the Holocaust. Between 1942 until autumn 1944, 1.1 million people were murdered at Auschwitz-Birkenau, as part of the Nazi's 'Final Solution'. 90% of those killed were Jews, delivered from across Nazi-occupied Europe to the gas chambers. Tens of thousands of Poles, Roma and Soviet prisoners were also transported to the camp. On January 27, 1945, Auschwitz was liberated by Soviet troops, a day commemorated around the world as International Holocaust Day. In 1947, Poland founded a museum on the site of Auschwitz and roughly 30 million people have subsequently passed through the iron gates which are adorned with the infamous message, 'Arbeit macht frei' ('work makes you free'). However, age and visitors have taken there toll and many of the barracks, gas chambers and other buildings are in need of urgent repair.
German Foreign Minister Guido Westerwelle said "Germany acknowledges its historic responsibility to keep the memory of the Holocaust alive and to pass it on to future generations." In this country the history is well-known. I was raised at a time when the Holocaust was still producing very obvious consequences. The Arab-Israeli wars, the discovery of war-criminals and Simon Wiesenthal made the Holocaust part of the news cycle of my early-life. Today, teaching the Holocaust is a compulsory subject at Key Stage 3 (age 11-14). Last year 75,000 people from the UK visited the site, many from schools. A Labour government programme has ensured that two pupils from every 6th Form in the country get funding to visit the site.
German Foreign Minister Guido Westerwelle said "Germany acknowledges its historic responsibility to keep the memory of the Holocaust alive and to pass it on to future generations." In this country the history is well-known. I was raised at a time when the Holocaust was still producing very obvious consequences. The Arab-Israeli wars, the discovery of war-criminals and Simon Wiesenthal made the Holocaust part of the news cycle of my early-life. Today, teaching the Holocaust is a compulsory subject at Key Stage 3 (age 11-14). Last year 75,000 people from the UK visited the site, many from schools. A Labour government programme has ensured that two pupils from every 6th Form in the country get funding to visit the site.
Tourists at Auschwitz |
Why is Holocaust education compulsory? There are various reasons that people regard the Holocaust as so important. Firstly, it illustrates the extremes of human nature. The Holocaust demonstrates how 'evil' the human race can be, but also, shows the resilience of victims and the bravery of those who helped. A second reason is, as Primo Levi, an Auschwitz survivor said, "It happened so it can happen again." The third reason is to not allow Holocaust deniers to erase the crime from history.
In one of the more insightful moments of Alan Bennett's dreadful 'The History Boys', Hector, the Falstaff of teaching, questions the wisdom of Holocaust field trips, "where would they eat their sandwiches?" It sounds trivial and critics have inferred that, overwhelmed by the enormity of the Holocaust it suggests he chooses to ignore it. I don't think that is the case. I think Bennett recognises the enormity of the event and is suggesting it can not be taught in a traditional manner. He asks, "How can the boys scribble down an answer, however well put, that doesn't demean the suffering involved?"
I think reducing The Holocaust to a question in an exam is demeaning. It trivialises the events. The emergence of 'grief' tourism on the scale of Auschwitz provokes similar difficulties. I can't help but be disturbed by the idea of millions of people visiting the site. Demand has become so great that the Museum authorities have had to limit admission at peak times. A quick look on the internet indicates the level of tourist infrastructure that has developed because of this interest. Can that be right? On a basic level, ask yourself what is the appropriate way to proceed through such a site? Where do you eat your sandwiches?
In a recent BBC online debate, world-renowned authority on Auschwitz, Robert Jan Van Pelt argued that, once the last survivor has died, the camp should be sealed and the buildings be allowed to decay and the grass grow over them. He explained that many Auschwitz survivors believe that 'a visit to the camp can teach little to those who were not imprisoned there.' He believes this view is 'best summarised in the text of Alain Resnais' celebrated movie Night and Fog (1955), written by the camp survivor Jean Cayrol. As the camera pans across the empty barracks, the narrator warns the viewer that these remains do not reveal the wartime reality of "endless, uninterrupted fear". The barracks offer no more than "the shell, the shadow".'
Tourists at Auschwitz |
But doesn't allowing Auschwitz to disappear play into the hands of those who deny the Holocaust? It is a strong argument. In the same debate, Prof Wladyslaw Bartoszewski, former inmate and Chairman of the Auschwitz Council argues that, "it lies in the nature of man that when no tangible traces remain, events of the past fall into oblivion." He continues, Auschwitz "has grown to be a global symbol and a warning against all forms of contempt for mankind and of genocide."
One of my practical concerns would be how do you preserve the camp? It seems that the nature of the project will be to replace rather than preserve. In researching this piece I found this comment on a forum discussing the US decision to contribute to the fund,
"In the army we got to take a tour of Dachau, The one thing that sticks out in my mind was how new everything looked. I mean it looked more like freshly built than restored. The camp itself looked like it had been built yesterday. So it would be hard to tell if it really was old. I always remember asking myself that question when I left. Why did all that stuff look new?"
"In the army we got to take a tour of Dachau, The one thing that sticks out in my mind was how new everything looked. I mean it looked more like freshly built than restored. The camp itself looked like it had been built yesterday. So it would be hard to tell if it really was old. I always remember asking myself that question when I left. Why did all that stuff look new?"
The site had a lot of denial mixed in with the debate. This man, however, was clearly troubled and in the context of the site it was particularly worrying that the work at Dachau had provoked such doubts. Are the wider and more important aims of Holocaust education served by people questioning the integrity of Auschwitz and the other camps? Prof Bartoszewski argues that, "If we allow Auschwitz-Birkenau to disappear from the face of the Earth, we might just be opening a way for a similar evil to return." I suppose my main point is that 'similar evil' has returned many times since the Holocaust despite the existence of the site.
The camp was the implement of death. Like a gun or a knife. It did not cause the deaths. The deaths were the logical conclusion of a process of dehumanisation. This process was described by Hannah Arendt, the German Jewish philosopher, in her work 'The Human Condition.' She argued that the modern world alienated people from one another because life had become a private experience driven by individual consumption. Viktor Frankl, an Auschwitz survivor, sums up the argument neatly, "I am absolutely convinced that the gas chambers of Auschwitz, Treblinka, and Maidanek were ultimately prepared not in some Ministry or other in Berlin, but rather at the desks and in the lecture halls of nihilistic scientists and philosophers." So what is the lesson?
Tourists at Auschwitz |
In 1966, Theodor W. Adorno, one of the most important philosophers and social critics in Germany after World War II, proposed his theory of "Education after Auschwitz without Auschwitz.' Central to his theory is that the curriculum should not contain 'any detailed descriptions of the most heinous atrocities'. His research demonstrated that excessive attention to extreme cruelty made small-scale cruelty seem not that bad. He also promoted the idea that children be taught that everyone plays the role of bystander, victim and perpetrator at some point in their lives. This would teach them the mechanisms that lead to different types of behaviour. Finally, by not focusing attention on the Holocaust the curriculum allows children to develop sympathy for all victims not specifically Holocaust victims.
Adorno recognised that the lesson of the Holocaust was that humans need to feel empathy - so they can identify with other people in other situations and they also need to be confident autonomous beings - achieved by promoting the ability to: reflect, contemplate, make one’s own decisions and not automatically go along with the crowd (non-conformity).
I think that it is a mistake to focus on Auschwitz. Ultimately, the Auschwitz debate has already been won and I suspect won by groups with more personal interest in the preservation of the camp than I can hope to understand. However, I do not believe that maintaining Auschwitz beyond the death of the last survivor serves any purpose. The true lesson of the Holocaust, as subsequent genocides have shown, is that we must fight the promotion and acceptance of dehumanising philosophies. In this fight, ideas, not symbols, are our greatest enemy and our greatest ally.