Ekklesiologie Und Palamismus: Der Verborgene Stolperstein Der

Total Page:16

File Type:pdf, Size:1020Kb

Ekklesiologie Und Palamismus: Der Verborgene Stolperstein Der Ludwig-Maximilians-Universität München Ekklesiologie und Palamismus Der verborgene Stolperstein der katholisch-orthodoxen Ökumene DOKTORARBEIT ZUR ERLANGUNG DES DOKTORATS DER THEOLOGIE DER KATHOLISCH-THEOLOGISCHEN FAKULTÄT DER LUDWIG-MAXIMILIANS-UNIVERSITÄT MÜNCHEN DEZEMBER 2004 GUTACHTER: PROF. DR. GERHARD LUDWIG MÜLLER, BISCHOF VON REGENSBURG ZWEITGUTACHTER: PROF. DR. ATHANASIOS VLETSIS VORGELEGT VON: NIKOLAI KROKOCH (MYKOLA KROKOSCH) HERZOGLICHES GEORGIANUM PROFESSOR-HUBER-PLATZ 1 80539 MÜNCHEN 0 Die mündliche Prüfung fand am 6. Mai 2005 statt. Die Prüfungsfächer und die Prüfer waren: 1. Im Hauptfach Dogmatik – Prof. Dr. Gerhard Ludwig Müller, Bischof von Regensburg; 2. Im Nebenfach Pastoraltheologie – Prof. Dr. Ludwig Mödl; 3. Im Nebenfach Bayerische Kirchengeschichte – Prof. Dr. Manfred Heim. 1 Dem allerschönsten Strahl des göttlichen Lichts, welcher von der Finsternis des „Verbum Diaboli“ gefressen wird... 2 Inhalt Einführung ................................................................................................................... 8 I. Das Bild der Orthodoxie im Westen ...................................................................... 16 1.Vorurteile leben .................................................................................................. 16 2. Die -ismen.......................................................................................................... 17 a) Zäsaropapismus ............................................................................................. 17 b) Nationalismus und Autokephalie .................................................................. 20 c) Ritualismus und Weltentfremdung................................................................ 25 d) Fehlender Missionsaktionismus .................................................................... 27 II. Der Palamismus als Grundzug der orthodoxen Gotteslehre ................................. 29 1. Der Hesychastenstreit ............................................................................................ 29 a) Die Herausforderung des Hesychasmus durch Barlaam von Kalabrien........ 29 b) Gregor Palamas als Verteidiger des Hesychasmus ....................................... 30 c) Der Triumph des Palamismus........................................................................ 30 2. Grundzüge der Energienlehre ............................................................................ 31 a) Biblische und patristische Grundlagen .......................................................... 31 b) Realdistinktion............................................................................................... 32 c) Trinitarische Struktur der Energien ............................................................... 34 3. Der Palamismus in westlicher Sicht .................................................................. 35 a) Eine vorwiegend negative Beurteilung.......................................................... 35 b) Palamismus = Platonismus............................................................................ 37 c) Die Energien als Disfunktionalisierung der ökonomischen Trinität ............. 38 III. Theologische Erkenntnislehren............................................................................ 42 1. Der Theologiebegriff in Ost und West .............................................................. 42 a) Mystische Theologie der Orthodoxie ............................................................ 42 b) Philosophische Theologie der lateinischen Kirche........................................ 47 2. Mystiken ............................................................................................................ 49 a) Theologisch fundierte Mystik........................................................................ 49 b) Esoterische Mystik ........................................................................................ 51 3. Gotteserkenntnis ................................................................................................ 52 a) Die Wahrheit von oben.................................................................................. 52 b) Ein Werk des Verstandes............................................................................... 54 4. Das unerschaffene Licht als Wirkursache der theologischen Erkenntnis.......... 59 3 a) Ein ontologischer Unterschied....................................................................... 59 b) Die Liturgie der Kirche als Ort gesamtkirchlicher Gotteserkenntnis............ 61 IV. Das Reich Gottes und die Kirchе ........................................................................ 63 1. Die Kirche als Ort des Gottesreiches................................................................. 63 a) Konsequente präsentische Eschatologie........................................................ 63 b) Die theandrische Struktur der Kirche als Grund ihrer irdisch-himmlischen Einheit................................................................................................................ 64 c) Hierarchie im Dienste des Reiches Gottes..................................................... 66 2. Die Kirche als wirksames Zeichen im Dienst des Gottesreiches....................... 68 a) Die sichtbare irdische Kirche als die Kirche schlechthin: der ekklesiologische Nestorianismus im Westen ................................................................................ 68 b) Wirklichkeit und Zeichen: die ontologische Unterordnung der Kirche unter das Gottesreich................................................................................................... 73 c) Das Reich Gottes in der „leuchtenden Zukunft“ des Kommunismus............ 76 V. Die Gnadenlehren ................................................................................................. 80 1. Ungeschaffene Gnade........................................................................................ 80 2. Der Heilige Geist und die geschaffene Gnade................................................... 81 VI. Das Amtsverständnis ........................................................................................... 84 1. Der Christomonismus in der Ekklesiologie....................................................... 84 a) Zum Begriff ................................................................................................... 84 b) Character indelebilis...................................................................................... 88 c) Die Amtsautorität........................................................................................... 89 d) Trennung von Charisma und Amt ................................................................. 91 2. Die Einheit von Charisma und Amt.................................................................. 94 a) Eine angemessene pneumatologische Grundlage.......................................... 94 b) Die immerwährende Apostolizität................................................................. 96 c) Ein kirchenbezogenes Sukzessionsverständnis ............................................. 99 d) Authentizität anstatt von Autorität .............................................................. 101 e) Das ikonisch-energetische Wesen des orthodoxen Amtsverständnisses..... 104 f) Der Amtsverlust ........................................................................................... 106 g) Eine absurde These...................................................................................... 107 VII. Die Kirche als Ikone der Dreifaltigkeit............................................................ 111 1. Einige Klarstellungen bezüglich des Ikonenbegriffs ....................................... 111 a) Die Bilder in der Westkirche ....................................................................... 111 b) Die ikonoklastischen Tendenzen in der Vergangenheit .............................. 111 c) Die Bedeutung der Ikonen in der ostkirchlichen Spiritualität ..................... 113 4 2. Die Auswirkungen der platonischen Urbild-Abbild-Lehre auf das Kirchenverständnis .............................................................................................. 114 a) Abbild und Ikone ......................................................................................... 114 b) Unplatonische Exklusivität und ekklesiologischer Platonismus ................. 116 c) Die Trinität als Lösung des philosophischen „Einheit-Vielheit-Problems“ 117 3. Die Notwendigkeit der Wiederbelebung eines trinitätstheologischen Begriffs120 VIII. Donator et donum ........................................................................................... 124 1. Der Heilige Geist als Überbringer der göttlichen Energien......................... 124 a) Der Beistand und seine Charismen.............................................................. 124 b) Die Schlüsselrolle des Geistes bei der Heiligung des Menschen................ 125 c) Die Konsequenzen der Pneumatologie für die Trinitätslehre...................... 126 2. Der Heilige Geist als Teilnahme am innertrinitarischen Leben ...................... 127 a) Mitteilung der göttlichen Person ................................................................. 127 b) Christomonistische Gnadenauffassung ....................................................... 128 c) Beistand und Inspiration.............................................................................. 129 IX. Vergöttlichung................................................................................................... 132 1. Orthodoxer
Recommended publications
  • Anual Report 2018
    (Translated from 20190113 Zprava o cinnosti 2018) Public-Benefit Association for the Support of Individuals Affected by the Holocaust IČ: 03929007, residing at CZ-110 00 Praha 1 – Staré Město, Malá Štupartská 646/1 Annual Activity Report of the Association for 2018 1. Report for the Year 2018 An overview of management performance and of accounting records for 2017 was audited by the Audit Committee of the Association through the review of banking records. The management report for 2017 was subsequently sent to the Municipal Court in Prague, into a file of documents of the Register of recorded Associations. The Association informed the Tax Office that pursuant to Section 38mb No. 586/1992 Coll. Of the Income Taxe Code, it was not required to file an income tax return for 2017. In 2018 the Association sent to all 2017 donors for tax purposes a confirmation of the acceptance of their donations. In 2018 we duly accounted for the gift of the Hagibor Foundation for the year 2017. The Hagibor Foundation confirmed by mail on July 10, 2018 the accuracy of the accounting. All financial operations in 2018 were performed exclusively via bank transfers. This management method has proved to be good and the Board proposes to proceed in the future the same way. The rejection of cash contributions during individual activities, though it reduces small donations, it keeps everything transparent and clear to members, donors, and for bookkeepers. In 2018, the Hagibor Foundation accepted the Association's request to support our charitable activities and those benefiting the Hagibor Social Welfare Home (DSPH) and provided a contribution of CZK 8,000,000.
    [Show full text]
  • The Europe Trip
    TEMPLE ISAIAH • HERITAGE JOURNEY TO PRAGUE, KOLIN AND BERLIN • LED BY CANTOR LISA DOOB GE JOURN A 2 0 2 0 E IT 2 3 , Y R 6 - E 1 i l H r H p A IA A S I E THE L P EUROPE M E TRIP T TOLL FREE 888-811-2812 | Search on arzaworld.com for more details 888.811.2812 New York: 500 7th Ave | 8th Floor | New York, NY 10018 Prague: Soukenicka 1194/13 | 110 00 Prague 1 | Czech Republic Jerusalem: 19 Washington Street | P.O. Box 71047 | Jerusalem, Israel 9171000 Tel Aviv: 6 Beit Hillel Street | Tel Aviv, Israel 6701709 YOUR TOUR EDUCATOR Every journey we offer is accompanied by a Tour Educator (TE) who brings your itinerary to life. Some of our TE’s have decades of firsthand experience leading people to particular places. Your TE will provide you with an authentic understanding of the locations you will visit, will introduce you to the locals, and will share his/her enthusiasm and passion for the local culture. The result is a journey that transforms your understanding of a place, connecting you to the people and places you encounter in a way that is palpable and unforgettable. Our TE's are like no other: intelligent, knowledgeable, engaging and fun. They will become an indispensable part of your experience and some might just become lifetime friends. OUR TRIP APRIL 16-23, 2020 FROM $2,995 LAND ONLY HIGHLIGHTS A journey of inspiration and education Connect to Jewish history in Prague, Kolin, and Berlin Bauer Villa, Prague's Castle District, and Berlin’s Brandenburg Gate: European gems Explore Czech and European art Shabbat in Prague Outstanding service with expert tour educator DAY 1 DEPARTURE were buried here.
    [Show full text]
  • Gunter Demnig
    Faire acte de résistance face à l’oubli. Notre établissement présente cette année, dans le cadre de la Journée internationale dédiée à la mémoire des victimes de la Shoah et à la prévention des crimes contre l’Humanité, une exposition intitulée Les Stolpersteine - Pavés de la Mémoire. Cette Journée instituée en octobre 2002, à l’initiative des ministres de l’Éducation des États membres du Conseil de l’Europe et de l’Organisation des Nations-Unies, est commémorée chaque année le 27 janvier, date anniversaire de la libération du camp d’Auschwitz. Son objectif essentiel est d’encourager les Etats et l’ensemble des institutions scolaires à promouvoir des projets éducatifs et à protéger les lieux de mémoire liés à la Shoah et à la déportation. Le projet autour des Stolpersteine se concrétisera en mai 2019 par la pose de pavés dans la Ville de StrasbourG. Il constituera une première dans la capitale européenne des Droits de l’Homme, capitale et gardienne de la Mémoire européenne. Mené par un collectif franco-allemand dont nous saluons le travail, ce projet Stolpersteine revendique un questionnement sur le monument et la monumentalité des lieux de mémoire, sur le choix de la mise en scène qui oscille entre dimensions artistique et mémorielle mais également sur la portée symbolique de la présence sourde de ces pavés de laiton qui peuvent raviver l’histoire, susciter des sentiments et des émotions, ou même passer inaperçus. Le concept de l’artiste berlinois Gunter Demnig, s’il bouleverse les modalités de la mémoire des victimes par une forme de dissolution du monumental, il n’en demeure pas moins lisible et plus abordable que d’autres œuvres mémorielles et artistiques liées à la Shoah, à la déportation et à la Seconde Guerre mondiale.
    [Show full text]
  • A Comparative Perspective on the Memorialization of the Holocaust In
    A Comparative Perspective on the Memorialization of the Holocaust in Germany and Hungary The role of the actors in constructing memory, 1990-2014 by Agnes Kende Submitted to Central European University Department of History In partial fulfillment of the requirements for the degree of Master of Arts Supervisor: Professor Andrea Pető Second Reader: Professor Constantin Iordachi CEU eTD Collection Budapest, Hungary June, 2015 Statement of Copyright Copyright in the text of this thesis rests with the Author. Copies by any process, either in full or part, may be made only in accordance with the instructions given by the Author and lodged in the Central European Library. Details may be obtained from the librarian. This page must form a part of any such copies made. Further copies made in accordance with such instructions may not be made without the written permission of the Author. CEU eTD Collection i Abstract This thesis addresses the salient phenomenon of Holocaust memorialization in Germany and Hungary from 1989/1990 to the present-day. The fundamental reason for the rapidly developing Holocaust memorials and monuments across Europe in the 90s can be largely explained by the political shift across Europe. After the collapse of the Soviet Union, in the midst of newly established democracies, reunited Germany along with Hungary wished to come to terms with their troublesome past. This thesis focuses on the disparities between the methods these two countries have pursued to remember their Holocaust victims. In order to elucidate on the complex mechanism behind the diverse process of memorialization in Germany and Hungary, the evolvement of their history politics first and foremost ought to be discussed.
    [Show full text]
  • Und Begabtenförderung in Sachsen Eine Handreichung Für Die Praxis Inhalt
    »Jeder zählt!« – Begabungs- und Begabtenförderung in Sachsen Eine Handreichung für die Praxis Inhalt 05 Danksagung 62 4.2.3.2 Erfahrungsbericht über Unterrichtsbesuche im GIFted- Hospitationsring 07 Grußwort – Sächsisches Staatsministerium für Kultus, StMin 74 4.2.4 Leitfaden zur Einschätzung des begabungsförderlichen Brunhild Kurth Potenzials der Praxisbeispiele 08 Geleitwort – Vorstand der Karg-Stiftung, Dr. Ingmar Ahl 81 5. Die wissenschaftliche Begleitung des Expertenforums als Dialog zwischen Forschung und Praxis Teil I – Jeder zählt! Begabungs- und Begabtenförderung in Sachsen Ein Beitrag zur Schul- und Unterrichtsentwicklung an Sachsens 84 6. Der Begabungsbegriff im GIFted-Schulnetzwerk Gymnasien Teil II – Praxisbeispiele zur Förderung in verschiedenen Settings 12 1. Ein Blick nach vorn: Gymnasiales Netzwerk Individuelle Förderung (GIFted) als gute Voraussetzung für eine inklusive 88 1. Im Spannungsfeld von individuellen Potenzialen und säch- Begabungsförderung sischem Lehrplan - Begabungsförderlicher Unterricht in Regelklassen 17 2. Gymnasiales Netzwerk Individuelle Förderung (GIFted) - 88 1.1 Einleitung Struktur, Arbeitsweise und Perspektiven des Netzwerks im 89 1.2 Ausgewählte Praxiskonzepte Kontext der sächsischen Bagabungs- und Begabtenförderung 89 1.2.1 Chancen offener Aufgabenstellungen im Deutschunterricht 17 2.1 Begabtenförderung - eine Kernaufgabe des sächsischen am Beispiel des Jugendbuches in Klasse 7 Gymnasiums?! 99 1.2.2 »Die Sonne brennt und ich bin am Verdursten« – Das Verfas- 17 2.2 Heterogenität als Herausforderung
    [Show full text]
  • Czech Handout
    Supplement: “Má vlast and my Czech Genealogy” Australian Jewish Genealogy Society, Second National Conference, Melbourne, Monday March 8, 2010. © Daniela Torsh 2010 Postal Address: 15 William St Balmain, NSW, 2041 Email: [email protected] Telephone: 61 2 9810 5572 Disclaimer by the author: I have tried to check all the material for accuracy but I cannot be totally sure that some facts may not have changed since I prepared the document. If you find a mistake please let me know so I can correct it. Any new sources will be gratefully accepted. I do not claim this to be a complete list. Contents 1. Annotated Bibliography...............................................................................4 2. Czech Sources............................................................................................10 a. Czech National Archives (CNA)........................................................................................ 10 i. Police records for Prague 1850-1914.......................................................................................................... 11 ii. 1793 Census of Jews in Bohemia ............................................................................................................... 11 b. City of Prague Archives .................................................................................................... 12 c. Prague Regional Archives ................................................................................................ 12 d. Selected list of local archives...........................................................................................
    [Show full text]
  • Berlin and New York: Momuments and Their Meanings
    BERLIN AND NEW YORK: MOMUMENTS AND THEIR MEANINGS Rosh HaShana / Yom Kippur 2018 / 5779 I had traveled to Berlin for the art. My older daughter, Sara, told me that Germany’s capital had replaced Paris as Europe’s center for contemporary art, indeed, that the city had become the crossroads of Europe for art and for music, for theater, and for food, too. She suggested that I visit the Boros Foundation for the best perspective on the most radical edge of Berlin’s art scene. The Foundation’s galleries are housed in a bunker that was built by the Nazis in 1943 as a possible shelter for up to 3,000 people. This concrete structure stands five stories high, has 120 rooms, and occupies a full city block in the heart of Berlin. The Nazis had planned to clad the building in marble after their victory and to refurbish its interior as a residence for their Fuhrur, but with Germany’s defeat, the Red Army turned the bunker into a prisoner-of-war camp in the spring of ‘45. In the 50’s, the building was used to store textiles and produce. Abandoned for the next three decades, in 1992 it became the home to Gabba, a hardcore techno sex club, which closed a few years later after a series of raids by Berlin’s vice squad. In 2003, Christian Boros bought the building to display a small portion of his extensive art collection, and as a home for his wife and son. Born in Poland, Boros had immigrated to West Germany to escape communism.
    [Show full text]
  • THE STOLPERSTEINE PROJECT by NATALIE L. BENNIE a Thesis
    THE RHETORIC OF COUNTER-MONUMENTALITY: THE STOLPERSTEINE PROJECT BY NATALIE L. BENNIE A Thesis Submitted to the Graduate Faculty of WAKE FOREST UNIVERSITY GRADUATE SCHOOL OF ARTS AND SCIENCES in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS Communication May 2019 Winston-Salem, North Carolina Approved By: Michael J. Hyde, PhD, Advisor R. Jarrod Atchison, PhD, Chair Alyssa Howards, PhD Acknowledgments I have learned many things from my grandfather, Don Bennie, to whom I dedicate this thesis. Namely, I hope to have learned a great respect for education and an appreciation for my blessings. This thesis project is a result of the former, and this list of acknowledgments a result of the latter. I first want to thank my family. Mom and Dad, I will name you first since you could very well be the only ones who read this project. Rebecca, Blake, and Ian, you all inspire me with your own brands of intelligence. I think it’s neat that we will all have doctorate degrees, even though Ian is the only sibling who can actually call himself one. Incredible educators, who have each been influential to this project in their own way, punctuated my time at Wake Forest. Jarrod Atchison is an incredible teacher, coach, and mentor. His notes on this project and advice for navigating graduate school were huge (in number and significance). I would also like to thank Alyssa Howards and my adviser, Michael Hyde, for their helpful feedback on this project and for graciously serving on this committee. Lastly, Marina Krcmar has been my strongest advocate and good friend throughout my time as a graduate student.
    [Show full text]
  • The Ambiguous Place of Holocaust Legacy in the Memorials, Countermemorials, and Museums of Berlin
    Bard College Bard Digital Commons Senior Projects Spring 2017 Bard Undergraduate Senior Projects Spring 2017 Memorializing Absence: The Ambiguous Place of Holocaust Legacy in the Memorials, Countermemorials, and Museums of Berlin Avery Matthew Mencher Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2017 Part of the European History Commons, and the Modern Art and Architecture Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Mencher, Avery Matthew, "Memorializing Absence: The Ambiguous Place of Holocaust Legacy in the Memorials, Countermemorials, and Museums of Berlin" (2017). Senior Projects Spring 2017. 351. https://digitalcommons.bard.edu/senproj_s2017/351 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. Memorializing Absence: The Ambiguous Place of Holocaust Legacy in the Memorials, Countermemorials, and Museums of Berlin Senior Project Submitted to the Division of Social Studies of Bard College by Avery Mencher Annandale-on-Hudson, New York May 2017 Acknowledgements I want to first thank my fantastic project advisor, Cecile Kuznitz. From the day I walked into her office, she has helped me to narrow my scope and to deepen my analysis, never wavering in her patience with me.
    [Show full text]
  • Diplomarbeit
    Diplomarbeit Titel der Diplomarbeit Eine Erinnerungskultur in Wien: Stolpersteine und ähnliche Projekte. Lassen sich geschlechtsspezifische Unterschiede in Erinnerung und Diskurs finden? Verfasserin Astrid Michlmayer angestrebter akademischer Grad Magistra der Philosophie (Mag. phil.) Wien, im Jänner 2013 Studienkennzahl lt. Studienblatt: A 312 Studienrichtung lt. Studienblatt: Geschichte Betreuerin: Univ.-Prof. i.R. Dr. Waltraud Heindl Für meine verstorbenen Eltern. Inhaltsverzeichnis EINLEITUNG .................................................. 1 1 FRAGESTELLUNG, METHODE UND ZIELSETZUNG ................. 7 2 DER WEG ZU EINER ERINNERUNGSKULTUR .................... 13 2.1 Vom Vergessen und Verdrängen .......................... 16 2.2 Das Schweigen wird gebrochen .......................... 25 2.3 Der Weg in die gemeinsame Zukunft ..................... 35 3 STOLPERSTEINE .......................................... 45 3.1 Es begann mit dem „Umsiedlungserlass“… ................ 45 3.2 Das dezentrale Kunstwerk .............................. 47 3.3 Stolperstein in Berlin ................................ 51 3.4 Stolpersteine in Prag ................................. 52 3.5 Stolpersteine in Budapest ............................. 54 3.6 Negative Reaktionen ................................... 57 4 KLEINTEILIGE ERINNERUNGSKULTUR IN WIEN ................. 61 4.1 Erinnern für die Zukunft .............................. 61 4.2 Servitengasse 1938 .................................... 69 4.3 Steine der Erinnerung ................................. 76 4.4
    [Show full text]
  • Holocaust Memory and Visuality in the Age of Social Media
    Holocaust Memory and Visuality in the Age of Social Media by Meghan Lundrigan, BA (Hons), MA A thesis submitted to the Faculty of Graduate and Postdoctoral Affairs in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History Carleton University Ottawa, Ontario © 2019, Meghan Lundrigan Abstract Everyday people make use of Instagram to visually share their experiences encountering Holocaust memory. Whether individuals are sharing their photos from Auschwitz, the United States Holocaust Memorial Museum, or of the Memorial to the Murdered Jews of Europe in Berlin, this dissertation uncovers the impetus to capture and share these images by the thousands. Using visuality as a framework for analyzing how the Holocaust has been seen, photographed, and communicated historically, this dissertation argues that these individual digital images function as objects of postmemory, contributing to and cultivating an accessible visual and digital archive. Sharing these images on Instagram results in a visual, grassroots archival space where networked Holocaust visuality and memory can flourish. The Holocaust looms large in public memory. Drawing from Holocaust studies, public history, photography theory, and new media studies, this dissertation argues that the amateur Instagram image is far from static. Existing spaces of Holocaust memory create preconditions for everyday publics to share their encounters with the Holocaust on their own terms. Thus, the final networked Instagram image is the product of a series of author interventions, carefully wrought from competing narratives and Holocaust representations. The choice to photograph, edit, post, and hashtag one’s photo forges a public method for collaborating with hegemonic memory institutions.
    [Show full text]
  • The World Must Know”; Public Remembrance and the Holocaust
    LESSON PLAN (Image: Dachau Concentration Camp Memorial Site.) “THE WORLD MUST KNOW”; PUBLIC REMEMBRANCE AND THE HOLOCAUST GRADE LEVEL: 7-12 | TIME REQUIREMENT: 1-2 CLASS PERIODS WHEN THE WAR IS OVER, THE WORLD MUST OBJECTIVES KNOW ABOUT THIS. IT MUST KNOW THE TRUTH. By analyzing images of public memorials commemorating ANONYMOUS FRENCH INMATE INCARCERATED AT AUSCHWITZ the lives lost in the Holocaust, students should critically assess the presentation of narratives through sculptures INTRODUCTION and artistic installations. They should combine this visual analysis with information of the Holocaust in the overview essay “And Then They Came for Me…” and in the Eva As the Allied forces moved toward Berlin, soldiers bore witness Schloss oral history to draw conclusions about the ways to the Nazi’s Final Solution through the capture and liberation memorials tell the story of and commemorate those lost of concentration camps. Witnessing the horrors of the camps as a result of the Nazi Final Solution. firsthand, these liberators documented what they saw to ensure the brutality of the Nazi regime came to the attention of people COMMON CORE STANDARDS around the world. Supreme Commander of the Allied Forces General Dwight D. Eisenhower ordered extensive documentation of the camps to prevent any future attempts to deny what CCSS.ELA-LITERACY.RH.6-8.7 occurred. Eisenhower recognized the need for this documentation Integrate visual information (e.g., in charts, graphs, to challenge any allegation that what happened was mere photographs, videos, or maps) with other information in “propaganda.” As the world came to learn of the camps, questions print and digital texts.
    [Show full text]