Zona Grigia” the Paradox of Judgment in Primo Levi’S “Grey Zone”
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Masterarbeit / Master's Thesis
MASTERARBEIT / MASTER’S THESIS Titel der Masterarbeit / Title of the Master‘s Thesis „Gewalt auf Distanz. Zur Farbfotografie in der Shoah“ verfasst von / submitted by Eva Maria Pirker, BA angestrebter akademischer Grad / in partial fulfilment of the requirements for the degree of Master of Arts (MA) Wien 2016 / Vienna 2016 Studienkennzahl lt. Studienblatt / A 066 835 degree programme code as it appears on the student record sheet: Studienrichtung lt. Studienblatt / Kunstgeschichte degree programme as it appears on the student record sheet: Betreut von / Supervisor: Mag. Dr. Friedrich Tietjen Inhaltsverzeichnis I Einleitung ................................................................................................................................. 2 II Forschungsstand und Methoden ............................................................................................. 4 III Die Farbfotografie als Element der Verflechtung von Industrie und Propaganda im Nationalsozialismus ................................................................................................................... 6 IV Die sogenannte „Endlösung“ – eine Demonstration einer Radikalisierung ....................... 17 V Walter Genewein – Dokumentation der ökonomischen „Effizienz“ des Holocaust ............ 21 V a. Das „Getto Litzmannstadt“ und dessen deutsche „Gettoverwaltung“ .......................... 22 V b. Die Entdeckung der Farbdias Walter Geneweins ......................................................... 38 V c. Die Bedeutung der Farbdias aus dem „Getto -
Using Diaries to Understand the Final Solution in Poland
Miranda Walston Witnessing Extermination: Using Diaries to Understand the Final Solution in Poland Honours Thesis By: Miranda Walston Supervisor: Dr. Lauren Rossi 1 Miranda Walston Introduction The Holocaust spanned multiple years and states, occurring in both German-occupied countries and those of their collaborators. But in no one state were the actions of the Holocaust felt more intensely than in Poland. It was in Poland that the Nazis constructed and ran their four death camps– Treblinka, Sobibor, Chelmno, and Belzec – and created combination camps that both concentrated people for labour, and exterminated them – Auschwitz and Majdanek.1 Chelmno was the first of the death camps, established in 1941, while Treblinka, Sobibor, and Belzec were created during Operation Reinhard in 1942.2 In Poland, the Nazis concentrated many of the Jews from countries they had conquered during the war. As the major killing centers of the “Final Solution” were located within Poland, when did people in Poland become aware of the level of death and destruction perpetrated by the Nazi regime? While scholars have attributed dates to the “Final Solution,” predominantly starting in 1942, when did the people of Poland notice the shift in the treatment of Jews from relocation towards physical elimination using gas chambers? Or did they remain unaware of such events? To answer these questions, I have researched the writings of various people who were in Poland at the time of the “Final Solution.” I am specifically addressing the information found in diaries and memoirs. Given language barriers, this thesis will focus only on diaries and memoirs that were written in English or later translated and published in English.3 This thesis addresses twenty diaries and memoirs from people who were living in Poland at the time of the “Final Solution.” Most of these diaries (fifteen of twenty) were written by members of the intelligentsia. -
Jews: Holocaust Ethics, Representation, and the Grey Zone
Judging “Privileged” Jews: Holocaust Ethics, Representation, and the Grey Zone. Adam Brown. New York: Berghahn Books, 2013. Pp. 213. USD$85.00 cloth. Primo Levi wrote his final work, The Drowned and the Saved, in part to counter what he saw as the “Manichaean tendency” to simplify the history of the Holocaust into categories of “good” and “evil,” perpetrators and victims. For Levi, this tendency makes clear to future generations with whom they should side but at the cost of reducing the incredible complexity of human relations into a fable. Instead, Levi’s work portrays a world of moral ambiguity. Concentration camps and ghettos reveal not figures of pure good or evil but men and women who fall along a broad spectrum of morality which Levi terms the “grey zone.” Prisoners of the grey zone included those who occupied positions of “privilege,” or usefulness within the Nazi system. Levi himself was such a prisoner. In Auschwitz his background in chemistry placed him in a job that gave him access to resources which allowed him to survive; resources which were unavailable to scores of others, who all too often did not live to share their experiences. The grey zone complicates our judgments of the Holocaust. Questions of guilt and judgment within a world of reduced freedom and choice lead even Levi into a moral conundrum. While firm in his belief that those ultimately responsible for the horrors of the Holocaust should not be confused with their victims, Levi nevertheless struggles to accept a black-and-white representation of moral accountability. In the end, Levi arrives at the necessity of suspending mortal judgment altogether: “I know of no human tribunal to which one could delegate the judgment” (Levi, 44). -
Nazi Concentration Camp Guard Service Equals "Good Moral Character"?: United States V
American University International Law Review Volume 12 | Issue 1 Article 3 1997 Nazi Concentration Camp Guard Service Equals "Good Moral Character"?: United States v. Lindert K. Lesli Ligomer Follow this and additional works at: http://digitalcommons.wcl.american.edu/auilr Part of the International Law Commons Recommended Citation Ligorner, K. Lesli. "Nazi Concentration Camp Guard Service Equals "Good Moral Character"?: United States v. Lindert." American University International Law Review 12, no. 1 (1997): 145-193. This Article is brought to you for free and open access by the Washington College of Law Journals & Law Reviews at Digital Commons @ American University Washington College of Law. It has been accepted for inclusion in American University International Law Review by an authorized administrator of Digital Commons @ American University Washington College of Law. For more information, please contact [email protected]. NAZI CONCENTRATION CAMP GUARD SERVICE EQUALS "GOODMORAL CHARACTER"?: UNITED STATES V. LINDERT By K Lesli Ligorner Fetching the newspaper from your porch, you look up and wave at your elderly neighbor across the street. This quiet man emigrated to the United States from Europe in the 1950s. Upon scanning the newspaper, you discover his picture on the front page and a story revealing that he guarded a notorious Nazi concen- tration camp. How would you react if you knew that this neighbor became a natu- ralized citizen in 1962 and that naturalization requires "good moral character"? The systematic persecution and destruction of innocent peoples from 1933 until 1945 remains a dark chapter in the annals of twentieth century history. Though the War Crimes Trials at Nilnberg' occurred over fifty years ago, the search for those who participated in Nazi-sponsored persecution has not ended. -
Making Monsters in László Nemes' Son Of
2/20/2017 Making Monsters in László Nemes’ Son of Saul • Senses of Cinema Making Monsters in László Nemes’ Son of Saul Chari Larsson December 2016 Feature Articles Issue 81 Abstract >> http://sensesofcinema.com/2016/featurearticles/sonofsaul/ 1/21 2/20/2017 Making Monsters in László Nemes’ Son of Saul • Senses of Cinema But if I must continue to write, to look, to frame, to photograph, to show my pictures and think of all this, it is precisely to render such an incomplete phrase. It should rather say “It is unimaginable, therefore, I must imagine, in spite of all.” – Georges DidiHuberman1 A horror story, the face is a horror story – Gilles Deleuze and Felix Guattari2 In August 2015, French philosopher and art historian Georges DidiHuberman wrote an open letter to Hungarian director, László Nemes: Dear László Nemes, Your film, Son of Saul, is a monster. A necessary, coherent, beneficial, innocent monster.3 What are we to make of these opening lines? How does one create a monster? Written in the immediate aftermath of DidiHuberman’s viewing of the film, the letter is an intimate and emotional tribute to the director’s harrowing representation of extreme human misery set inside the gas chambers at AuschwitzBirkenau concentration and extermination camp in 1944. Nemes adds his voice to a long and contested history of philosophical debates concerning the relationship between the Holocaust and the status of the cinematic image. How can cinema do justice to representing the Holocaust? What role can images play, without trivialising or sentimentalising an event that is located at the limit of representation? Against this hegemonic line of thought, the discourse emphasising Holocaust unrepresentability has drawn increasing scrutiny, with younger generations of philosophers such as Georges DidiHuberman questioning the absolutism of the prohibition of representation. -
Responding to David Hirsh's Paper
Contact: Les Back, Department of Sociology, Goldsmiths, University of London An Ordinary Virtue Faussone, the hero of Primo Levi’s novel The Wrench, is a difficult man. An itinerant rigger he spent his life travelling the world operating high-rise cranes. Despite the dramatic nature of his adventures Faussone is not a natural storyteller. The novel’s narrator comments on how tempting it is to interrupt him put words in his mouth and spoil his stories before they have even been told. He comes to realise: “just as there is an art of storytelling, strictly codified through a thousand trails and errors, so there is also an art of listening, equally ancient and noble, but as far as I know, it has never been given any norm.”1 The quiet patience required to invite the story’s telling makes an important contribution to its content. For as Levi writes “a distracted or hostile audience can unnerve any teacher or lecturer; a friendly public sustains.”2 The listener’s art for Primo Levi is practiced through abstaining from speech and allowing the speaker to be heard. Listening is active, a form of attention to be trained rather than presumed. My contention is that in our time this shared quality has been diminished because we live in a culture that speaks more than it listens. Walter Benjamin lamented in his famous essay on the storyteller the loss of attention to stories and tales which could be ‘woven into the fabric of real life’ as wisdom.3 The profusion of talk and information inhibit the social transactions of understanding. -
Supplemental Assets – Lesson 4
Supplemental Assets – Lesson 4 The following resources are from the archives at Yad Vashem and can be used to supplement Lesson 4, The Ghettos, in Echoes and Reflections. The Ghettos In this lesson, you learn about the ghettos established throughout Nazi Europe and study primary sources from the Lodz ghetto in Poland. For more information about the Lodz ghetto, as well as other ghettos established during the Holocaust, click here. In this lesson, you meet Joseph Morton. Here is a Page of Testimony about Zisle Mortkowitz, Joseph’s mother. Key Words • Ghetto • Judenrat • Ressortes • Third Reich Encyclopedia • Bialystok • Biebow, Hans • Bohemia and Moravia, Protectorate of • Deportations • Extermination Camp • Forced Labor • Kovno • Lodz • Rumkowski, Mordechai Chaim • Vilna Historical Background • Cracow Ghetto • Lublin • Theresienstadt • Warsaw Ghetto Photographs • Amsterdam, The Netherlands, Entrance to the Ghetto • Checiny, Poland, Abraham Ring with Members of the Judenrat in the Ghetto • Kovno, Lithuania, Dr. Elchanan Elkes, Head of the Judenrat, in His Office • Kovno, Lithuania - Children on the Street in the Ghetto • Krakow, Poland, On the Bridge Leading to the Ghetto • Lodz, Poland, Policemen in the Ghetto • Lodz, Poland, Rumkowski Blessing a Bride and Groom • Lodz, Poland, Street Scene in the Ghetto • Lodz, Poland, Awaiting Deportation • Lodz, Poland, 1941, Chaim Mordechai Rumkowski with Graduates from the Gymnasium (high school) • Lublin, Poland, Deportation of Jews to the Ghetto • Theresienstadt, Czechoslovakia, Children Donning -
“IF THIS IS a MAN” the LIFE and LEGACY of PRIMO LEVI Wednesday and Thursday October 23 and 24, 2002
CALL FOR PAPERS HOFSTRA CULTURAL CENTER presents “IF THIS IS A MAN” THE LIFE AND LEGACY OF PRIMO LEVI Wednesday and Thursday October 23 and 24, 2002 Hofstra University is proud to sponsor an international conference on the life and philosophy of Primo Levi (1919-1987). His memoir, Survival in Auschwitz (If This Is a Man), has claimed a place among the masterpieces of Holocaust literature. Levi’s last work, The Drowned and the Saved, is arguably the most profound meditation on the Shoah. In his lifetime Levi forged an impressive body of work, and his writings remain a powerful reminder of what transpired in the extermination camps of Europe and what it means to be human after Auschwitz. We welcome paper proposals on any number of topics, including but not limited to: Levi and the Culture of Turin Levi and Italian Jews The Holocaust vs. the Culture of Science Memory and Holocaust Memoirs Language and Writing Levi, Theater and Film Representations of the Holocaust Suicide (?) Proposals for other presentations, lecture/demonstrations, panels, round-tables and workshops are also welcomed. A letter of intent, a three- to five-page abstract (in duplicate) and curriculum vitae should be sent by January 18, 2002, to: PRIMO LEVI CONFERENCE Hofstra Cultural Center (HCC) 200 Hofstra University Hempstead, New York 11549-2000 The deadline for completed double-spaced papers in duplicate is August 2, 2002. Presentation time for papers, lectures, lecture/demonstrations and workshops is limited to 20 minutes. (Papers should be limited to 10-12 typed, double- spaced pages, excluding notes.) As selected papers will be published in the conference proceedings, previously published material should not be submitted. -
Verfolgen Und Aufklären. Die Erste Generation Der Holocaustforschung
Verfolgen und Aufklären. Die erste Generation der Holocaustforschung Crimes Uncovered. The First Generation of Holocaust Researchers Hans-Christian Jasch Stephan Lehnstaedt (Hrsg./ Editors) Verfolgen und Aufklären. Die erste Generation der Holocaustforschung Crimes Uncovered. The First Generation of Holocaust Researchers Verfolgen und Aufklären. Die erste Generation der Holocaustforschung Crimes Uncovered. The First Generation of Holocaust Researchers Hans-Christian Jasch Stephan Lehnstaedt (Hrsg./ Editors) Gedenk- und Bildungsstätte ISBN: 978-3-86331-467-5 Haus der Wannsee-Konferenz © 2019 Metropol Verlag Ansbacher Str. 70 · D–10777 Berlin www.metropol-verlag.de Alle Rechte vorbehalten Druck: buchdruckerei.de, Berlin Inhalt / Content Seite / Page Hans-Christian Jasch, Stephan Lehnstaedt Emanuel Ringelblum von / by Romina Wiegemann 152 Die erste Generation der Holocaustforschung – Verfolgung, Aufklärung Jacob Robinson von / by Romina Wiegemann 156 und Erinnerung des Völkermords an den europäischen Juden Massimo Adolfo Vitale von / by Nicole Calian 160 The First Generation of Holocaust Research – Persecution, Elucidation Alfred Wiener von / by Barbara Warnock 164 and Remembrance of the Genocide of the European Jews 6 Simon Wiesenthal von / by Romina Wiegemann 168 Joseph Wulf von / by Till Stumpf 172 Stephan Lehnstaedt Vergessene Forscherinnen / Forgotten Female Researchers 176 Galizien vor dem Holocaust. Minderheitenpolitik und ethnische von / by Nora Huberty Gewalt am Beispiel einer historischen Region Ostmitteleuropas Galicia Before the -
Life in the Ghetto of Lodz
Life in the Ghetto of Lodz The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Life in the ghetto of Lodz Life in the ghetto of Lodz A ”special area” for Jews Three weeks after the invasion of Poland Reinhard Heydrich, leader of the security service in Nazi Germany, instructed the so called Einsatzgruppen that the Jews should be concentrated in special areas Vashem© Yad and that this was neccesary in order to accomplish the “final goal”, i.e. to get rid of all the Jews. Therefore Artur Greiser and Friedrich Uebelhoer, Nazi leaders for Wartheland, where Jakob was born, acted according to this intent when they started planning for a special living area for Jews in Lodz. The planning of the ghetto started in December 1939. The authorities sent a message to the Jewish Community instructing them on how the resettlement should be carried out. The assigned area included the Old City, where many Jews already lived, and part of the district Baluty in the outskirts of the city, representing a total area of 4.13 square kilometers. Both areas were poor and run-down. Most of the houses Arthur Greiser, leader of the Wartheland region. did not have running water or sewage. To isolate the area and keep the non-Jewish population out large signs were posted at the entrances, warning people of epidemics and illnesses in the Jewish settlement area. -
JUL 29 Poland Between the Wars BARBARA KIRSHENBLATT-GIMBLETT | Delivered in English
MONDAY Coming of Age: Jewish Youth in JUL 29 Poland between the Wars BARBARA KIRSHENBLATT-GIMBLETT | Delivered in English During the 1930s, the YIVO Institute for Jewish Research organized three competitions for youth autobiographies. These extraordinary documents – more than 600 of them were submitted – are unique testimony to the hopes and dreams, as well as to the reality of those who were growing up in Poland at the time. Mayer Kirshenblatt, who was born in Opatów (Yiddish: Apt) in 1916, could well have been one of those autobiographers. Although he did not enter the competition, he did recall his youth much later during interviews recorded by his daughter during the last forty years of his life. This illustrated lecture will relate the youth autobiographies written in real time, by youth who had no idea of what the future would hold, with Mayer’s recollections in words and paintings many years later. The talk will include a short film about Mayer’s return to his hometown and how he was received by those living there today. Finally, the talk will consider the role of the youth autobiographies and Mayer’s childhood memories in POLIN Museum’s Core Exhibition. Barbara Kirshenblatt-Gimblett is Chief Curator of the Core Exhibition at POLIN Museum of the History of Polish Jews and University Professor Emerita and Professor Emerita of Performance Studies at New York University. Her books include Destination Culture: Tourism, Museums, and Heritage; Image before My Eyes: A Photographic History of Jewish Life in Poland, 1864–1939 (with Lucjan Dobroszycki); and They Called Me Mayer July: Painted Memories of a Jewish Childhood in Poland Before the Holocaust (with Mayer Kirshenblatt). -
Liberation & Revenge
Episode Guide: Orders & Initiatives September 1941–March 1942 Jews from the Lódz ghetto board deportation trains for the Chelmno death camp. Overview "Orders and Initiatives" (Disc 1, Title 2, 48:27) highlights the crucial decision-making period of the Holocaust and reveals the secret plans of Adolf Hitler, Heinrich Himmler, and Reinhard Heydrich to annihilate the Jews. At a conference in January 1942, the Nazis plan how to achieve their goals. The first gas chambers are built at Auschwitz and the use of Zyklon B is developed. German doctors arrive to oversee each transport, deciding who should live and who should die. In the program's Follow-up Discussion (Disc 2, Bonus Features, Title 8, 7:18), Linda Ellerbee interviews Claudia Koonz, professor of history at Duke University and author of The Nazi Conscience (Belknap, 2003), and Edward Kissi, professor of Africana studies at the University of South Florida and an expert on international relations and human rights. Target Audience: Grades 9-12 social studies, history, and English courses Student Learning Goals • Citing specific events and decisions, analyze how the Nazi mission changed from September 1941 to March 1942, explaining the reasons for the changes. • Compare Auschwitz I and Auschwitz II (Birkenau) in terms of location, purpose, population, and living conditions. • Identify the incremental steps the Nazis used to isolate Jews and deport them from their home environments to death camps, and the effects on Jews, their neighbors, and the Nazis at each stage. • Summarize how and why many European nations collaborated with the Nazis, including their history of antisemitism.