Revealing and Concealing Hitler's Visual Discourse: Considering "Forbidden" Images with Rhetorics of Display
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Starring Hitler! Adolf Hitler As the Main Character in Twentieth-First Century French Fiction," Studies in 20Th & 21St Century Literature: Vol
Studies in 20th & 21st Century Literature Volume 43 Issue 2 Article 44 October 2019 Starring Hitler! Adolf Hitler as the Main Character in Twentieth- First Century French Fiction Marion Duval The College of Wooster, [email protected] Follow this and additional works at: https://newprairiepress.org/sttcl Part of the French and Francophone Literature Commons, Holocaust and Genocide Studies Commons, and the Modern Literature Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Duval, Marion (2019) "Starring Hitler! Adolf Hitler as the Main Character in Twentieth-First Century French Fiction," Studies in 20th & 21st Century Literature: Vol. 43: Iss. 2, Article 44. https://doi.org/10.4148/ 2334-4415.2076 This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Studies in 20th & 21st Century Literature by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Starring Hitler! Adolf Hitler as the Main Character in Twentieth-First Century French Fiction Abstract Adolf Hitler has remained a prominent figure in popular culture, often portrayed as either the personification of evil or as an object of comedic ridicule. Although Hitler has never belonged solely to history books, testimonials, or documentaries, he has recently received a great deal of attention in French literary fiction. This article reviews three recent French novels by established authors: La part de l’autre (The Alternate Hypothesis) by Emmanuel Schmitt, Lui (Him) by Patrick Besson and La jeunesse mélancolique et très désabusée d’Adolf Hitler (Adolf Hitler’s Depressed and Very Disillusioned Youth) by Michel Folco; all of which belong to the Twenty-First Century French literary trend of focusing on Second World War perpetrators instead of their victims. -
American Intelligence and the Question of Hitler's Death
American Intelligence and the Question of Hitler’s Death Undergraduate Research Thesis Presented in partial fulfillment of the requirements for graduation with honors research distinction in History in the Undergraduate colleges of The Ohio State University by Kelsey Mullen The Ohio State University November 2014 Project Advisor: Professor Alice Conklin, Department of History Project Mentor: Doctoral Candidate Sarah K. Douglas, Department of History American Intelligence and the Question of Hitler’s Death 2 Introduction The fall of Berlin marked the end of the European theatre of the Second World War. The Red Army ravaged the city and laid much of it to waste in the early days of May 1945. A large portion of Hitler’s inner circle, including the Führer himself, had been holed up in the Führerbunker underneath the old Reich Chancellery garden since January of 1945. Many top Nazi Party officials fled or attempted to flee the city ruins in the final moments before their destruction at the Russians’ hands. When the dust settled, the German army’s capitulation was complete. There were many unanswered questions for the Allies of World War II following the Nazi surrender. Invading Russian troops, despite recovering Hitler’s body, failed to disclose this fact to their Allies when the battle ended. In September of 1945, Dick White, the head of counter intelligence in the British zone of occupation, assigned a young scholar named Hugh Trevor- Roper to conduct an investigation into Hitler’s last days in order to refute the idea the Russians promoted and perpetuated that the Führer had escaped.1 Major Trevor-Roper began his investigation on September 18, 1945 and presented his conclusions to the international press on November 1, 1945. -
Concentration Camp
Concentration Camp Acc# 00.0086 CollName (Full) Scott Albert ScopeNote Collection includes a manuscript entitled "Ella Rogozinski, a Survivor," done by Scott Albert, as a class project, with a survivor of Auschwitz concentration camp. Ella Rogozinski - 85674 - a Czechoslovakian of Jewish belief was taken from her home in May 1943. Experienced the train cars to Auschwitz. She remained in the camp where she was forced to take part in experimentation, and her story relates the horrors at Auschwitz. After the Russians liberated the camp in 1944, she took part in the march from the camp to Germany. Manuscript interweaves her interview with Albert's narrative. Extent/Location Gen Coll: 1 folder Saturday, October 16, 2010 Page 1 of 16 Acc# 00.0250 CollName (Full) Eugene H. Blanche ScopeNote The collection contains two manuscripts. The first is a report of Dachau, the oldest of the Nazi concentration camps. The second is a lengthy, detailed record of the accounts of the 495th Armored Field Artillery Battalion. The collection includes a manuscript entitled "Dachau" by a man who served in the Army in the European Theater (ETO). This manuscript is divided into four sections. Section One contains an overview and analysis of the inner workings (administration) of the concentration camp, an analysis of the types of prisoners, and lastly, the results of an effort to determine if there were any organized prisoner groups, especially underground groups. Section Two contains a recap of the activities of the Seventh Army with regard to their liberation of Dachau, which was begun on 30 April 1945. They conducted interviews with survivors and also interviewed townspeople to try to determine how much they knew about the camp, which was located on the outskirts of their town. -
The Mind of Adolf Hitler: a Study in the Unconscious Appeal of Contempt
[Expositions 5.2 (2011) 111-125] Expositions (online) ISSN: 1747-5376 The Mind of Adolf Hitler: A Study in the Unconscious Appeal of Contempt EDWARD GREEN Manhattan School of Music How did the mind of Adolf Hitler come to be so evil? This is a question which has been asked for decades – a question which millions of people have thought had no clear answer. This has been the case equally with persons who dedicated their lives to scholarship in the field. For example, Alan Bullock, author of Hitler: A Study in Tyranny, and perhaps the most famous of the biographers of the Nazi leader, is cited in Ron Rosenbaum’s 1998 book, Explaining Hitler, as saying: “The more I learn about Hitler, the harder I find it to explain” (in Rosenbaum 1998, vii). In the same text, philosopher Emil Fackenheim agrees: “The closer one gets to explicability the more one realizes nothing can make Hitler explicable” (in Rosenbaum 1998, vii).1 Even an author as keenly perceptive and ethically bold as the Swiss philosopher Max Picard confesses in his 1947 book, Hitler in Ourselves, that ultimately he is faced with a mystery.2 The very premise of his book is that somehow the mind of Hitler must be like that of ourselves. But just where the kinship lies, precisely how Hitler’s unparalleled evil and the everyday workings of our own minds explain each other – in terms of a central principle – the author does not make clear. Our Deepest Debate I say carefully, as a dispassionate scholar but also as a person of Jewish heritage who certainly would not be alive today had Hitler succeeded in his plan for world conquest, that the answer Bullock, Fackenheim, and Picard were searching for can be found in the work of the great American philosopher Eli Siegel.3 First famed as a poet, Siegel is best known now for his pioneering work in the field of the philosophy of mind.4 He was the founder of Aesthetic Realism.5 In keeping with its name, this philosophy begins with a consideration of strict ontology. -
Another Fairy Tale by August Kubizek
Hitler the composer of an opera? Another fairy tale by August Kubizek © Bart FM Droog, Droog Magazine, www.droog-mag.nl, March 4, 2020 Again another spectaculair Hitler related finding has caused a worldwide media storm: a fragment of an opera allegedly composed by the 19 year old Hitler in 1908: “Wieland der Schmied” (Wieland the Smith). It can be seen at the Young Hitler exhibition in the Museum Niederösterreich, St. Pölten, Austria. Opening fragment of the music sheet, titled “Wieland Vorspiel” nach Motiven von Adolf Hitler, aufgezeichnet von August Kubizek. © Legacy August Kubizek in cooperation with the DÖW The sheet music originates from the legacy of August Kubizek (1888-1956), who was befriended with Hitler in 1906-1908. Yet, in 1938 Kubizek wrote: “My friend took my transcripts of this music with him [when Hitler moved out of their common room, autumn 1908]. To my great dismay I possess none of it. It is just as unfortunate that I have so completely forgotten this music, that I can't reconstruct it from memory. What an infinitely valuable cultural document it would be if these pages were found today, and the musical ideas of Adolf Hitler from 1908 were to be reborn. Unfortunately my friend never handed me these sheets, otherwise they would be mine, just as the other memorabilia Hitler the composer? Droog Magazine, March 3, 2020. page 1/4 from this time I've kept [a few letters, postcards and sketches]. (...) The creative power of this man is invincible and all-round. I really do not know in which area my friend would not have been completely universal at that time.”1 This followed after three pages in which he described that Hitler was too impatient to do finger exercises needed to play the piano and that Hitler couldn't read musical notation. -
Clemency in a Nazi War Crimes Trial By: Allison Ernest
Evading the Hangman’s Noose: Clemency in a Nazi War Crimes Trial By: Allison Ernest Ernest 2 Contents Introduction: The Foundations for a War Crimes Trial Program 3 Background and Historiography 10 Chapter 1: Investigations into Other Trials Erode the United States’ Resolve 17 Chapter 2: The Onset of Trial Fatigue Due to Public Outcry 25 Chapter 3: High Commissioner McCloy Authorizes Sentence Reviews 38 Chapter 4: McCloy and the United States Set the War Criminals Free 45 Conclusion: A Lesson to be Learned 52 Chart: A Complicated Timeline Simplified 57 Bibliography 58 Ernest 3 Introduction: The Foundations for a War Crimes Trial Program “There is a supervening affirmative duty to prosecute the doers of serious offenses that falls on those who are empowered to do so on behalf of a civilized community. This duty corresponds to our fundamental rights as citizens and as persons to receive and give respect to each other in view of our possession of such rights.” Such duty, outlined by contemporary philosopher Alan S. Rosenbaum, was no better exemplified than in the case of Nazi war criminals in the aftermath of World War II. Even before the floundering Axis powers of Germany and Japan declared their respective official surrenders in 1945, the leaders of the Allies prepared possible courses of action for the surviving criminals in the inevitable collapse of the Nazi regime. Since the beginning of the war in 1939, the Nazi regime in Germany implemented a policy of waging a war so barbaric in its execution that the total numbers of casualties rivaled whole populations of countries. -
The Young Hitler I Knew -- August Kubizek
This material originally appeared at http://www.faem.com/books/ JR The Young Hitler I Knew -- August Kubizek Introduction -- H.R. Trevor-Roper Editor note: Roper was a jew reporter with close ties to British Intelligence. He came on the scene with his ridiculous claims about the "gas chambers" and "ovens" at Dachau. Thereafter, the British government stated that Dachau was not a "death camp" and no such facilities existed there. All the the so-called "extermination camps" curiously ended up in Soviet held territory. That should tell you something. This book deals with the darkest, perhaps the most formative, and therefore, in some sense, the most interesting period of Hitler's life. His public life is now fully-indeed oppressively-documented; his mature character, in its repellent fixity, is now fully known. But his crucial early years, the years between leaving school and joining the Bavarian army are, in the language of one of his biographers [Thomas Orr, Das War Hitler -- Revue, Munich, 1952, No. 42], "impenetrable." And yet those are the years in which that grim character, that unparalleled will power, that relentless systematic mind was formed. Any light on those undocumented years is welcome. The light shed by this book is more than that: it penetrates and reveals the character of the young Hitler as no other book has done. But before showing this let us examine the meagre framework of fact into which it is fitted. Hitler left school at Steyr in September 1905, and went to live with his widowed mother in Linz. He was then aged sixteen. -
Simon Wiesenthal Center-Museum of Tolerance Library & Archives for More Information Contact Us at (310) 772-7605 Or [email protected]
The Holocaust, 1933 – 1945 Educational Resources Kit Glossary of Terms, Places, and Personalities AKTION (Action) A German military or police operation involving mass assembly, deportation and killing; directed by the Nazis against Jews during the Holocaust. ALLIES The twenty-six nations led by the United States, Britain, and the former Soviet Union who joined in fighting Nazi Germany, Italy and Japan during World War II. ANIELEWICZ, MORDECAI Leader of the Jewish underground movement and of the uprising of (1919-1943) the Warsaw Ghetto in April 1943; killed on May 8, 1943. ANSCHLUSS (Annexation) The incorporation of Austria into Germany on March 13, 1938. ANTISEMITISM Prejudice and/or discrimination towards Jews, based on negative perceptions of their beliefs. ARYAN RACE "Aryan" was originally applied to people who spoke any Indo- European language. The Nazis, however, primarily applied the term to people with a Northern European racial background. Their aim was to avoid what they considered the "bastardization of the German race" and to preserve the purity of European blood. (See NUREMBERG LAWS.) AUSCHWITZ Auschwitz was the site of one of the largest extermination camps. In August 1942 the camp was expanded and eventually consisted of three sections: Auschwitz I - the main camp; Auschwitz II (Birkenau) - the extermination camp; Auschwitz III (Monowitz) - the I.G. Farben labor camp, also known as Buna. In addition, Auschwitz had 48 sub camps. It bacame the largest center for Jewish extermination. AXIS The Axis powers originally included Nazi Germany, Italy, and Japan who signed a pact in Berlin on September 27, 1940, to divide the world into their spheres of respective political interest. -
Buddhism from Wikipedia, the Free Encyclopedia Jump To: Navigation, Search
Buddhism From Wikipedia, the free encyclopedia Jump to: navigation, search A statue of Gautama Buddha in Bodhgaya, India. Bodhgaya is traditionally considered the place of his awakening[1] Part of a series on Buddhism Outline · Portal History Timeline · Councils Gautama Buddha Disciples Later Buddhists Dharma or Concepts Four Noble Truths Dependent Origination Impermanence Suffering · Middle Way Non-self · Emptiness Five Aggregates Karma · Rebirth Samsara · Cosmology Practices Three Jewels Precepts · Perfections Meditation · Wisdom Noble Eightfold Path Wings to Awakening Monasticism · Laity Nirvāṇa Four Stages · Arhat Buddha · Bodhisattva Schools · Canons Theravāda · Pali Mahāyāna · Chinese Vajrayāna · Tibetan Countries and Regions Related topics Comparative studies Cultural elements Criticism v • d • e Buddhism (Pali/Sanskrit: बौद धमर Buddh Dharma) is a religion and philosophy encompassing a variety of traditions, beliefs and practices, largely based on teachings attributed to Siddhartha Gautama, commonly known as the Buddha (Pāli/Sanskrit "the awakened one"). The Buddha lived and taught in the northeastern Indian subcontinent some time between the 6th and 4th centuries BCE.[2] He is recognized by adherents as an awakened teacher who shared his insights to help sentient beings end suffering (or dukkha), achieve nirvana, and escape what is seen as a cycle of suffering and rebirth. Two major branches of Buddhism are recognized: Theravada ("The School of the Elders") and Mahayana ("The Great Vehicle"). Theravada—the oldest surviving branch—has a widespread following in Sri Lanka and Southeast Asia, and Mahayana is found throughout East Asia and includes the traditions of Pure Land, Zen, Nichiren Buddhism, Tibetan Buddhism, Shingon, Tendai and Shinnyo-en. In some classifications Vajrayana, a subcategory of Mahayana, is recognized as a third branch. -
Filming the End of the Holocaust War, Culture and Society
Filming the End of the Holocaust War, Culture and Society Series Editor: Stephen McVeigh, Associate Professor, Swansea University, UK Editorial Board: Paul Preston LSE, UK Joanna Bourke Birkbeck, University of London, UK Debra Kelly University of Westminster, UK Patricia Rae Queen’s University, Ontario, Canada James J. Weingartner Southern Illimois University, USA (Emeritus) Kurt Piehler Florida State University, USA Ian Scott University of Manchester, UK War, Culture and Society is a multi- and interdisciplinary series which encourages the parallel and complementary military, historical and sociocultural investigation of 20th- and 21st-century war and conflict. Published: The British Imperial Army in the Middle East, James Kitchen (2014) The Testimonies of Indian Soldiers and the Two World Wars, Gajendra Singh (2014) South Africa’s “Border War,” Gary Baines (2014) Forthcoming: Cultural Responses to Occupation in Japan, Adam Broinowski (2015) 9/11 and the American Western, Stephen McVeigh (2015) Jewish Volunteers, the International Brigades and the Spanish Civil War, Gerben Zaagsma (2015) Military Law, the State, and Citizenship in the Modern Age, Gerard Oram (2015) The Japanese Comfort Women and Sexual Slavery During the China and Pacific Wars, Caroline Norma (2015) The Lost Cause of the Confederacy and American Civil War Memory, David J. Anderson (2015) Filming the End of the Holocaust Allied Documentaries, Nuremberg and the Liberation of the Concentration Camps John J. Michalczyk Bloomsbury Academic An Imprint of Bloomsbury Publishing Plc LONDON • OXFORD • NEW YORK • NEW DELHI • SYDNEY Bloomsbury Academic An imprint of Bloomsbury Publishing Plc 50 Bedford Square 1385 Broadway London New York WC1B 3DP NY 10018 UK USA www.bloomsbury.com BLOOMSBURY and the Diana logo are trademarks of Bloomsbury Publishing Plc First published 2014 Paperback edition fi rst published 2016 © John J. -
Of Adolf Hitler's Antisemitism in Vienna
Student Publications Student Scholarship Spring 2021 An Education in Hate: The “Granite Foundation” of Adolf Hitler’s Antisemitism in Vienna Madeleine M. Neiman Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/student_scholarship Part of the European History Commons, Holocaust and Genocide Studies Commons, and the Jewish Studies Commons Share feedback about the accessibility of this item. Recommended Citation Neiman, Madeleine M., "An Education in Hate: The “Granite Foundation” of Adolf Hitler’s Antisemitism in Vienna" (2021). Student Publications. 932. https://cupola.gettysburg.edu/student_scholarship/932 This open access student research paper is brought to you by The Cupola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The Cupola. For more information, please contact [email protected]. An Education in Hate: The “Granite Foundation” of Adolf Hitler’s Antisemitism in Vienna Abstract Adolf Hitler’s formative years in Vienna, from roughly 1907 to 1913, fundamentally shaped his antisemitism and provided the foundation of a worldview that later caused immense tragedy for European Jews. Combined with a study of Viennese culture and society, the first-hand accounts of Adolf Hitler and his former friends, August Kubizek and Reinhold Hanisch, reveal how Hitler’s vicious antisemitic convictions developed through his devotion to Richard Wagner and his rejection of Viennese “Jewish” Modernism; his admiration of political role models, Georg Ritter von Schönerer and Dr. Karl Lueger; his adoption of the rhetoric and dogma disseminated by antisemitic newspapers and pamphlets; and his perception of the “otherness” of Ostjuden on the streets of Vienna. Altogether, Hitler’s interest in and pursuit of these major influences on his extreme and deadly prejudice against Jews have illuminated how such a figure became a historical possibility. -
The Hitler Youth: Blind Fanaticism
The Hitler Youth: Blind Fanaticism Janessa Hansen Senior Division Individual exhibit Student Composed Words: 500 Process Paper Word Count: 500 Process Paper I’ve always had an interest in The Holocaust. I’ve watched films and read books on it for many years. Last summer my grandpa and I were watching a documentary on National Geography about The Hitler Youth. It was fascinating to me how millions of children could believe the ridiculous rhetoric the Nazis preached. I decided it would be a fascinating project and proceeded to rid of my research from my old topic I had thought of. To begin, I started with doing background research. I learned some interesting information about how the group was started and what kind of activities they took part in from The Holocaust Memorial Museum and books. After some time, I decided I should try to find books written by people who were actually in the Hitler Youth, and found quite a few. After that, I began researching how the Hitler Youth was able to thrive. By that time I had established that the barrier they broke through, which was their ignorance and prejudice, so I started researching how they were able to break through that barrier. Using this knowledge, I looked for textbooks the Nazis had used for the Hitler Youth to teach them, and I also looked at education standards at the time. I looked at letters and diaries written by the Hitler Youth at the time to understand how their feelings and perspectives, and how those thoughts progressed after the war.