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El Antisemitismo Y Otros Escritos JUAN SEBASTIÁN GÓMEZ JERIA, AOG. EL ANTISEMITISMO Y OTROS ESCRITOS. ANTISEMITISM AND OTHER WRITINGS. EDICIONES LA RUNA DEL LOBO. 2006. ISBN: 956-291-986-2 PARA LA EDICIÓN IMPRESA. Todos los derechos reservados. Ó Juan Sebastián Gómez Jeria. Primera Edición 2006. Registro de Propiedad Intelectual Inscripciones N° 136.171 (2003), 139.790 (2004) y 141.164 (2004). Santiago de Chile Edición electrónica del año 2011. Este archivo puede ser subido a cualquier sitio Web en forma gratuita y sin consultar al autor. Puede ser descargado y compartido libremente. 2011 e-book. This e- book may be uploaded freely to any Website. All permissions, including free download, stocking in any Library, free distribution, free exchange, etc. are granted. You may contact the author for any suggestion. 2 Habiendo viajado a lugares A los que pocos han ido Y menos regresado Me he concedido el derecho De decidir cuando abandonar este. El autor. La verdad prevalecerá. (Divisa de los hussitas). 3 ÍNDICE. 1. El antisemitismo …………………………………………………. .. 11. 2. Apéndice A. El antisemitismo en textos ……………………….…. 59. 3. Especie humana y razas …………………………………………… . 99. 4. Etapas de la teoría racial nacionalsocialista ………………………. 135. 5. Apéndice B. Documentación ………………………………………. 165. 4 PREFACIO. Los primeros dos capítulos que se presentan aquí corresponden a lo que yo esperaba fuera parte de una introducción previa al estudio de ciertas características de la ciencia y la investigación en el Estado Nacionalsocialista (o Tercer Reich). Desgraciadamente el tiempo corre inexorablemente y, en el caso de este autor, parece correr aún más velozmente que para el común de los mortales. Por ello decidí incluir en este libro lo que creo está suficientemente claro como para ser sometido al escrutinio y la crítica del lector curioso. No pretendo ni me interesa escribir una obra erudita; estos escritos han sido el producto del placer intelectual de crearlos. Es por ello que, sin duda alguna, muchos alegarán que he escrito poco o demasiado sobre algún aspecto puntual; crítica que es rechazada de plano. Agradecer a todas las personas que me facilitaron los medios y el tiempo para escribirlos se ha tornado, quizás, en el mayor problema de este libro. Por ello simplemente agradezco a todos aquellos colegas y amigos que lo hicieron pero que prefirieron quedar en un discreto anonimato. Se impone, en estos casos, decir que todo lo escrito es de mi única y exclusiva responsabilidad. Agradezco a Valkiria (España), Gus (México), Nekkarkk (México), Juan Pablo (Chile) y a tantas otras amigas y amigos que, sin saberlo, mantuvieron vivo el deseo de trabajar en estos temas. Agradezco también a J.P.A. (Chile) y a F.Y. (México) por el diseño de la cubierta. Pero, por sobre todo, que vayan mis más sinceros agradecimientos a Ramón de Cataluña. Su amistad invaluable, sus consejos, su ayuda y su claridad de pensamiento han sido fundamentales para poder dar a luz estos textos. 5 La teoría de que la investigación independiente y la enseñanza son dos campos de actividad que deben estar indisolublemente ligados es falsa. Cada uno tiene una función enteramente diferente, cada uno llama a individuos de tipo diferente, y cada uno debe ser enfocado por el Estado desde un ángulo distinto. La investigación debe permanecer libre de cualquier restricción del Estado. Los hechos que ella establece representan la verdad y la verdad nunca es mala. Es deber del Estado apoyar y propulsar los esfuerzos de investigación de cualquier forma, aun cuando sus actividades no contengan la promesa de una ventaja desde el punto de vista material o económico, inmediata o mediata. Puede ser que sus resultados sean de valor o que representen un gran progreso solamente a la generación del futuro. La enseñanza, por otro lado, no debe en mi punto de vista gozar de una similar libertad de acción. Su libertad está limitada por los intereses del Estado y nunca puede ser totalmente no restringida; la enseñanza no tiene el derecho de pedir el mismo grado de independencia que la investigación. Los atributos solicitados a un profesor exitoso y a un trabajador investigador son fundamentalmente diferentes, y es raro hallarlos juntos en un mismo individuo. El investigador es por naturaleza extremadamente cauteloso; nunca cesa de trabajar, de ponderar, de pesar y de dudar, y su naturaleza suspicaz alimenta en el una inclinación a la soledad y a al autocrítica más rigurosa. ...... Hay muchos hombres dotados con el genio para la investigación que son inútiles como profesores, al igual que hay profesores brillantes que no tienen el don para la investigación y el trabajo creativo; pero todos ellos, en sus esferas respectivas, hacen contribuciones de gran valor a la suma del conocimiento humano. No estoy de acuerdo con la idea de que la libertad de investigación esté restringida solamente a los campos de la ciencia natural. Deber abarcar también el dominio del pensar y la filosofía los que, en esencia, son las prolongaciones lógicas de la investigación científica. Al tomar los datos procurados por la ciencia, y al colocarlos bajo el microscopio de la razón, la filosofía nos da una concepción lógica del universo tal cual es1. Adolf Hitler, 16 de mayo de 1944. 1 H. Trevor-Roper: “Hitler’s Table Talks”. Enigma Books, London, 2002. P. 718. 6 PRIMERA PARTE. EL ANTISEMITISMO. 7 Prólogo. Estas son unas reflexiones para explicar como el intento de escribir una Historia de la Ciencia y la Tecnología en el Estado Nacionalsocialista ha conducido a escribir este texto primero. Podemos decir que la historia narrada de la humanidad comienza al menos hace 5200 años atrás en la tumba del Rey Escorpión en Egipto. Doscientos años antes que la escritura apareciera entre los sumerios, en las paredes de esa tumba ya aparecen dibujados relatos de los primeros sucesos históricos de cuya veracidad parece no haber duda. Si pudiéramos conocer absolutamente todos los sucesos que han acaecido desde ese momento podríamos escribir la historia exacta de la humanidad. Ella sería similar al mapa que un emperador chino ordenó se confeccionara con absoluto detalle: la leyenda cuenta que en su etapa final el mapa era del mismo tamaño que los dominios del emperador. Nuestro problema es que, sabiendo que los sucesos humanos operan según la ley de causa y efecto, no los conocemos todos. No sabemos, por ejemplo, que pensaba Arquímedes cuando corría por las calles gritando “Eureka”. Todo lo que ocurrió en el fuero interno de grandes personajes históricos y que no quedó plasmado en escritos está perdido para siempre. Y aún aquellas memorias trasladadas a textos pueden ser objeto de sospechas respecto de su contenido. Por esas razones una historia que verse sobre algún tópico y que cubra algún período definido está obligada, no sólo a sospechar de sus propias fuentes, sino que a interpretar. Y el problema de la interpretación es que generalmente genera controversias interminables. La historia, en cuanto ciencia social, ha sido muchas veces coartada, delimitada, ampliada o tergiversada por parte de los poderes del momento. Incluso se han decretado por ley “verdades históricas”2. En este contexto la definición de Oroysen de que la historia es lo que la Humanidad sabe de sí misma, su certidumbre de sí misma, es cuestionable. Aún más, la definición que entrega Oekeshott de la historia como una narración de hechos considerados como ciertos y distinta de una fábula que es una narración de hechos que son falsos o inventados, también es cuestionable. Planeaba escribir el libro como un estudio de determinados hechos y acciones humanas que ocurrieron en una sociedad, en un espacio geográfico y en un lapso de tiempo perfectamente delimitados. Sin embargo ocurrió que, a medida de que me interiorizaba en el tema, descubrí que había algunos problemas centrales que dilucidar primero. El Estado Nacionalsocialista, considerado como un conjunto de estructuras que permanecieron y evolucionaron en un espacio geográfico dado, determina sin duda una primera categorización temporal: el período comprendido entre 1933 y 1945. Si deseamos expandir un poco más el período para comprender mejor al nacionalsocialismo en su versión germana (y digo germana pues hoy día el nacionalsocialismo aún existe pero en diferentes variantes) podríamos considerar el período 1919-1945. Pero hallé que eso era insuficiente por la siguiente razón. El nacionalsocialismo, desde el punto de vista ideológico, es la culminación y la síntesis de varias líneas de pensamiento cuyas categorizaciones temporales son mucho más amplias que él mismo. Por eso, opté por mirar cada una de esas líneas de forma diferente y separada. Dado que uno de los temas de la ideología nacionalsocialista es lo que ellos llamaban el “problema judío” decidí comenzar primero por ese tema. Este texto es el resultado. Como libros 2 No olvidemos la desaparición casi diaria desde las fotos oficiales de todo aquel que se transformaba en enemigo de Stalin. Ver: D. King: “The Commissar Vanishes. The Falsification of Photographs and Art in Stalin's Russia”. Metropolitan Books, 1997. 8 sobre la historia, las causas, los efectos, etc. del antisemitismo existen por miles decidí crear uno distinto. Todo libro de historia no hace más que contar “una historia”. Este hace lo mismo. En este texto el lector será literalmente bombardeado con sucesos para que, al terminar su lectura, pueda imaginar vagamente cual era el ambiente intelectual y mental imperante en Occidente (Europa, Canadá y los EEUU) a comienzos del siglo XX respecto de este tema. Mi deseo es intentar comprender cómo era la sociedad del pasado cuando esta era presente. Acoto finalmente que cualquier error en las fechas es de mi exclusiva responsabilidad. Hemos colocado las notas al pie de la página y no al final del capítulo porque la gran mayoría de los lectores prefiere tenerlas al alcance de la vista. 9 EL ANTISEMITISMO.
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