CHRISTIAN COMPLICITY? Changing Views on German Churches and the Holocaust
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What Do Students Know and Understand About the Holocaust? Evidence from English Secondary Schools
CENTRE FOR HOLOCAUST EDUCATION What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster, Alice Pettigrew, Andy Pearce, Rebecca Hale Centre for Holocaust Education Centre Adrian Burgess, Paul Salmons, Ruth-Anne Lenga Centre for Holocaust Education What do students know and understand about the Holocaust? What do students know and understand about the Holocaust? Evidence from English secondary schools Cover image: Photo by Olivia Hemingway, 2014 What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster Alice Pettigrew Andy Pearce Rebecca Hale Adrian Burgess Paul Salmons Ruth-Anne Lenga ISBN: 978-0-9933711-0-3 [email protected] British Library Cataloguing-in-Publication Data A CIP record is available from the British Library All rights reserved. Except for the quotation of short passages for the purposes of criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permissions of the publisher. iii Contents About the UCL Centre for Holocaust Education iv Acknowledgements and authorship iv Glossary v Foreword by Sir Peter Bazalgette vi Foreword by Professor Yehuda Bauer viii Executive summary 1 Part I Introductions 5 1. Introduction 7 2. Methodology 23 Part II Conceptions and encounters 35 3. Collective conceptions of the Holocaust 37 4. Encountering representations of the Holocaust in classrooms and beyond 71 Part III Historical knowledge and understanding of the Holocaust 99 Preface 101 5. Who were the victims? 105 6. -
Pius XII on Trial
The University of Maine DigitalCommons@UMaine Honors College 5-2014 Pius XII on Trial Katherine M. Campbell University of Maine - Main, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/honors Part of the Anthropology Commons, and the History Commons Recommended Citation Campbell, Katherine M., "Pius XII on Trial" (2014). Honors College. 159. https://digitalcommons.library.umaine.edu/honors/159 This Honors Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Honors College by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. PIUS XII ON TRIAL by Katherine M. Campbell A Thesis Submitted in Partial Fulfillment of the Requirements for a Degree with Honors (Anthropology and Political Science) The Honors College University of Maine May 2014 Advisory Committee: Henry Munson, Professor of Anthropology Alexander Grab, Professor of History Mark D. Brewer, Associate Professor of Political Science Richard J. Powell, Associate Professor of Political Science, Leadership Studies Sol Goldman, Adjunct Assistant Professor of Political Science Copyright 2014 Katherine M. Campbell Abstract: Scholars have debated Pope Pius XII’s role in the Holocaust since the 1960s. Did he do everything he could and should have done to save Jews? His critics say no because of antisemitism rooted in the traditional Catholic views. His defenders say yes and deny that he was an antisemite. In my thesis, I shall assess the arguments on both sides in terms of the available evidence. I shall focus both on what Pius XII did do and what he did not do and on the degree to which he can be held responsible for the actions of low-level clergy. -
(Or a Close Approximation Thereof). Some Among
'!10} !SX6!nc:?l l?l+ , MAR?.l'lN L[iTHii'M. , . B lil'i ?l l '.', The Theology of Marttn Luther. '11mm ll? l lllll'l m'l A Critical Assessment, By Hans- l m l 14 f 111 i ls' l!,I Martin Barth. Translated by Linda l 1 l' ill 1811 } 41i l I Thll I l:i l J 1 :!l IW l'.a .1 i'i l l Malony. Minneapolis: Fortress l :l l t 111 yaim m l :ll l -l W Press, 2012. W l mm mmmPl :!17 f Ql l ix 11 mmsl l l fl. m il mm r 11 # ti im l N l m l I !i l 11 m H s llffil l I m mil ffl mi l s ! n a Y m & .i N Jjkl nkl sii l m l 11 l i W i Ul 11!iill *!l l s ll l m & I'kll lk s m l m i l l mli m 411114 anli a ir im Renaissance over a century ago, nu- s ii fflilailjiM iMii W j&&l l a ?ir 1 vmimlJlm mmmi s mms l l a 111111 imi "The Theology of Martin Luther" (or a close approximation thereof). Some among these have aimed at a more systematic presentation (notably the contri- butions of Theodosius Harnack, Paul Althaus, and Oswald Bayer), while others have mixed chronological and systematic approaches (notably Julius K5stlin and Bernhard Lohse). Nev- erthe}ess, all such treatments have generally focused on what they considered to be valuable about their subject and have at- tempted to highlight the Reformer's positive contribution to theology, Hans-Martin Barth's presentation of Luther stands in both continuity and discontinuity with these studies. -
Study Guide for Band of Brothers – Episode 9: Why We Fight
Study Guide for Band of Brothers – Episode 9: Why We Fight INTRO: Band of Brothers is a ten-part video series dramatizing the history of one company of American paratroopers in World War Two—E Company, 506th Regiment, 101st Airborne, known as “Easy Company.” Although the company’s first experience in real combat did not come until June 1944 ( D-Day), this exemplary group fought in some of the war’s most harrowing battles. Band of Brothers depicts not only the heroism of their exploits but also the extraordinary bond among men formed in the crucible of war. In the ninth episode, Easy Company finally enters Germany in April 1945, finding very little resistance as they proceed. There they are impressed by the industriousness of the defeated locals and gain respect for their humanity. But the G.I.s are then confronted with the horror of an abandoned Nazi concentration camp in the woods, which the locals claim not to have known anything about. Here the story of Easy Company is connected with the broader narrative of the war—the ideology of the Third Reich and Hitler’s plan to exterminate the Jews. CURRICULUM LINKS: Band of Brothers can be used in history classes. NOTE TO EDUCATORS: Band of Brothers is appropriate as a supplement to units on World War Two, not as a substitute for material providing a more general explanation of the war’s causes, effects, and greater historical significance. As with war itself, it contains graphic violence and language; it is not for the squeamish. Mature senior high school students, however, will find in it a powerful evocation of the challenges of war and the experience of U.S. -
Life with Augustine
Life with Augustine ...a course in his spirit and guidance for daily living By Edmond A. Maher ii Life with Augustine © 2002 Augustinian Press Australia Sydney, Australia. Acknowledgements: The author wishes to acknowledge and thank the following people: ► the Augustinian Province of Our Mother of Good Counsel, Australia, for support- ing this project, with special mention of Pat Fahey osa, Kevin Burman osa, Pat Codd osa and Peter Jones osa ► Laurence Mooney osa for assistance in editing ► Michael Morahan osa for formatting this 2nd Edition ► John Coles, Peter Gagan, Dr. Frank McGrath fms (Brisbane CEO), Benet Fonck ofm, Peter Keogh sfo for sharing their vast experience in adult education ► John Rotelle osa, for granting us permission to use his English translation of Tarcisius van Bavel’s work Augustine (full bibliography within) and for his scholarly advice Megan Atkins for her formatting suggestions in the 1st Edition, that have carried over into this the 2nd ► those generous people who have completed the 1st Edition and suggested valuable improvements, especially Kath Neehouse and friends at Villanova College, Brisbane Foreword 1 Dear Participant Saint Augustine of Hippo is a figure in our history who has appealed to the curiosity and imagination of many generations. He is well known for being both sinner and saint, for being a bishop yet also a fellow pilgrim on the journey to God. One of the most popular and attractive persons across many centuries, his influence on the church has continued to our current day. He is also renowned for his influ- ence in philosophy and psychology and even (in an indirect way) art, music and architecture. -
Learning from the Aftermath of the Holocaust G
Learning From The Aftermath Of The Holocaust G. Short, University of Hertfordshire, Hatfield, United Kingdom International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017 Historical Association of Great Britain www.history.org.uk ISSN: 14472-9474 Abstract: In this article I seek to encourage those involved in Holocaust education in schools to engage not just with the Holocaust but also with its aftermath. I conceptualise the latter in terms of two questions; namely, what happened to those Jews who survived the Nazi onslaught and what became of the perpetrators? British researchers in the field of Holocaust education have largely ignored these questions, discovering only that many schools ignore them too. I argue that students are able to benefit in a number of ways from learning about the aftermath of the Holocaust, for the topic provides a sense of closure, allows for a more sophisticated understanding of the fate of European Jewry between 1933 and 1945 and also has the potential to promote responsible citizenship. Keywords: Citizenship, Curriculum, Holocaust Aftermath, Learning, Teaching INTERNATIONAL JOURNAL OF HISTORICAL LEARNING, TEACHING AND RESEARCH Vol. 14.2 LEARNING FROM THE AFTERMATH OF THE HOLOCAUST G. Short, University of Hertfordshire, Hatfield, United Kingdom Abstract: In this article I seek to encourage those involved in Holocaust education in schools to engage not just with the Holocaust but also with its aftermath. I conceptualise the latter in terms of two questions; namely, what happened to those Jews who survived the Nazi onslaught and what became of the perpetrators? British researchers in the field of Holocaust education have largely ignored these questions, discovering only that many schools ignore them too. -
Holocaust Intersections in 21St-Century Europe
Holocaust Intersections in 21st-Century Europe edited by Robert S. C. Gordon, Emiliano Perra Issue n. 10, Dicember 2016 QUEST N. 10 QUEST. Issues in Contemporary Jewish History. Journal of Fondazione CDEC Editors Guri Schwarz (Università di Pisa, editor in chief), Elissa Bemporad (Queens College of the City University of New York), Tullia Catalan (Università di Trieste), Cristiana Facchini (Alma Mater, Università di Bologna), Gadi Luzzatto Voghera (Fondazione CDEC), Michele Sarfatti (Fondazione CDEC), Marcella Simoni (Università Ca’ Foscari, Venezia), Ulrich Wyrwa (Zentrum für Antisemitismusforschung, Berlin). Editorial Assistants Laura Brazzo (Fondazione CDEC) Sara Airoldi (Hebrew University of Jerusalem) Matteo Perissinotto (Università di Trieste) Book Review Editor Dario Miccoli (Università Cà Foscari, Venezia) Editorial Advisory Board Ruth Ben Ghiat (New York University), Paolo Luca Bernardini (Università dell’Insubria), Dominique Bourel (Université de la Sorbonne, Paris), Michael Brenner (Ludwig-Maximilians Universität München), Enzo Campelli (Università La Sapienza di Roma), Francesco Cassata (Università di Genova), David Cesarani z.l. (Royal Holloway College, London), Marco Cuzzi (Università degli Studi di Milano), Roberto Della Rocca (DEC, Roma), Lois Dubin (Smith College, Northampton), Jacques Ehrenfreund (Université de Lausanne), Katherine E. Fleming (New York University), Anna Foa (Università La Sapienza di Roma), Ada Gigli Marchetti (Università degli Studi di Milano), François Guesnet (University College London), Alessandro -
Hans Rößler Nationalsozialismus in Der Fränkischen Provinz Neuendettelsau Unterm Hakenkreuz
Hans Rößler Nationalsozialismus in der fränkischen Provinz Neuendettelsau unterm Hakenkreuz Hans Rößler Nationalsozialismus in der fränkischen Provinz Neuendettelsau unterm Hakenkreuz Bibliografische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbib- liografie; detaillierte bibliografische Daten sind im Internet unter http://dnb.d-nb.de abrufbar. 1. Auflage 2017 © Diakonie Neuendettelsau ISBN 978-3-9809431-9-2 Gestaltung: Andrea Töcker/Neuendettelsau Druck: VDS VERLAGSDRUCKEREI SCHMIDT 91413 Neustadt an der Aisch Umschlagsgestaltung: Reinhard Zimmermann/Mörsach Bildvorlage: Postkarte „Heilgrüße aus Neuendettelsau“ (Verlag SA. Trupp 4/19 Neuendettels- au/Mfr.), 1933 Inhalt Geleitwort von Rektor Dr. Mathias Hartmann .......................................................... 9 Vorwort: NS-Forschung in der fränkischen Provinz ................................................... 11 Einleitung: Der Ort Neuendettelsau in den 1930-er Jahren ....................................... 17 1. Teil: Christian Keyßers Hitler-Lied und seine Unterzeichner (1933) ............................... 21 1.1 Das Hitler-Lied von Christian Keyßer ......................................................................... 21 1.2 Dr. h. c. Christian Keyßer (1877–1961) – von der Missionspraxis der Stammesbekehrung zur völkischen Ideologie ............................................................ 24 1.3 Dr. Friedrich Eppelein (1887–1969) – durch die Volksmission zum Nationalsozialismus -
Critique of Plato's Conception of Morality with Reference to the Teachers' Expected Examination Integrity in Kenya
A CRITIQUE OF PLATO’S CONCEPTION OF MORALITY WITH REFERENCE TO THE TEACHERS’ EXPECTED EXAMINATION INTEGRITY IN KENYA EDWARD MAINA ANDAFU A THESIS SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN PHILOSOPHY OF EDUCATION OF THE UNIVERSITY OF NAIROBI 2019 DECLARATION This thesis is my original work and it has not been presented for any award of a Degree or Diploma in any other University. ……………………………… ……………………… Edward Maina Andafu Date REG. No. E84/52028/2017 This thesis has been submitted for examination with our approval as the University Supervisors. Signature………………….. Date ……………………. Dr Atieno Kili K’Odhiambo Senior Lecturer in Philosophy of Education Department of Educational Foundations University of Nairobi Signature…………………… Date ……………………. Professor Samson Okuro Gunga Professor of Philosophy of Education Department of Educational Foundations University of Nairobi II DEDICATION This work is dedicated to all the members of my immediate family: my wife Dorcus Ofuyo, my sons, Lewis Andafu and Wesley Andafu, for their everlasting love; also to my late father Julius Andafu, and my late mother Ketry Andafu, who always had confidence in me. III ACKNOWLEDGEMENTS I hereby acknowledge the following for their immense contribution to my work. My first thanks go to my very able supervisors, Dr Atieno Kili K’Odhiambo and Professor Samson Okuro Gunga who have mentored me through this work. I thank members of the Department of Educational Foundations, University of Nairobi whose positive criticism put me on the right track in pursuit of my studies. I am grateful to Dr Wycliffe Amukowa (Machakos University) for his moral and intellectual support towards the accomplishment of this work. -
American Catholicism and the Political Origins of the Cold War/ Thomas M
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 1991 American Catholicism and the political origins of the Cold War/ Thomas M. Moriarty University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Moriarty, Thomas M., "American Catholicism and the political origins of the Cold War/" (1991). Masters Theses 1911 - February 2014. 1812. Retrieved from https://scholarworks.umass.edu/theses/1812 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. AMERICAN CATHOLICISM AND THE POLITICAL ORIGINS OF THE COLD WAR A Thesis Presented by THOMAS M. MORI ARTY Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 1991 Department of History AMERICAN CATHOLICISM AND THE POLITICAL ORIGINS OF THE COLD WAR A Thesis Presented by THOMAS M. MORIARTY Approved as to style and content by Loren Baritz, Chair Milton Cantor, Member Bruce Laurie, Member Robert Jones, Department Head Department of History TABLE OF CONTENTS Chapter Page 1. "SATAN AND LUCIFER 2. "HE HASN'T TALKED ABOUT ANYTHING BUT RELIGIOUS FREEDOM" 25 3. "MARX AMONG THE AZTECS" 37 4. A COMMUNIST IN WASHINGTON'S CHAIR 48 5. "...THE LOSS OF EVERY CATHOLIC VOTE..." 72 6. PAPA ANGEL I CUS 88 7. "NOW COMES THIS RUSSIAN DIVERSION" 102 8. "THE DEVIL IS A COMMUNIST" 112 9. -
Die Neue Er2iehung Und Der Neue Mensch 41
INHALT Vorwort 9 ErsterTeil: 1933 bis 1937 11 Zeittafel 12 DIE RELIGIONSPOLITIK HITLERS GEGEN DIE KATHOLISCHE KIRCHE IM JAHRE 1933 15 Hitlers Angst vor dem politischen Katholizismus 15 Das Reichskonkordat als innen- und auBenpolitisches Propagandamittel Hitlers 16 Die politischen Vorteile, die Hitler vom Konkordat erhoffte 17 Vorwurfe gegen den Papst wegen AbschluB des Konkordats 18 DIE KIRCHE IM SOG DER GLEICHSCHALTUNG 21 Der aus der Zeit vor 1933 bestehende Gegensatz zwischen katholiseher Kirche und dem Nationalsozialismus 21 Hitler zeigt nach auBen Entgegenkommen 22 Derfruhe Beginn des Kirchenkampfes 23 Die Bischofe protestieren gegen den Kirchenkampf und die Verletzung der Menschenrechte 23 Hitler belugt den Breslauer Kardinal 26 Konkordat oder nicht 27 DER KIRCHENKAMPF VERSCHARFT SICH NACH ABSCHLUSS DES REICHSKONKORDATS 29 Unsicherheit in historischen Darstellungen 29 Hitlers Haltung zur katholischen Kirche 30 Hitler laBt im engen Kreis die Maske fallen 32 DIE VOLLSTRECKER DER RELIGIONSPOLITISCHEN PLANE HITLERS 34 Heinrich Himmler, Reichsfuhrer SS und Chef der Deutschen Polizei 35 Der gefurchtete Gestapochef Reinhard Heydrich 36 Martin Bormann, der zweite Mann nach Hitler 38 Alfred Rosenberg, der Chefideologe der nationalsozialistischen Weltanschauung 38 DIE NEUE ER2IEHUNG UND DER NEUE MENSCH 41 Hitler als Erzieher der Deutschen 41 Grundsatze der NS-Erziehung 42 DIE DEUTSCHEN BISCHOFE UNTER HITLERS PARTEI UND STAAT 45 Die Bischofskonferenzen 45 Adolf Kardinal Bertram, der Vorsitzende der Fuldaer Bischofskonferenz 1859-1945 48 Michael -
The Holocaust
The Holocaust The Holocaust by ReadWorks The Holocaust refers to the horrific time period from 1933 to 1945 when throughout Europe over six million Jewish men, women, and children were systematically killed by the Nazi government of Germany. This period is one of the most tragic chapters in human history. The Nazi government perceived the Jewish people as an inferior race and a threat to humanity. As a result, the Nazi government, led by Adolph Hitler, organized the mass murder of Jewish people. Their ultimate goal was to kill all Jewish people. Hitler became chancellor of Germany in 1933, representing the Nazi Party. He hated Jewish people. Soon after he became chancellor, the Nazi government made laws to limit the freedoms of Jewish people. The government also distributed anti-Semitic, or anti-Jewish, propaganda to the German people. Hitler believed that some groups of people were superior to other groups. He believed the Jewish people were not only a religious group; he defined them as a race. Hitler claimed that the Jewish people were a disease to humanity. The phrase, "The Jewish Question" referred to the question of the role of the Jewish people in society. The Nazi government looked to its own anti-Semitic policies as an answer. The Nazis developed a plan for the extermination of all Jewish people. They called it "The Final Solution to the Jewish Question." During World War II, the Nazis rounded up Jewish people who were still in Germany and Nazi- controlled territories. Some had already left or were in hiding, but many had decided to stay or had nowhere to go.