Why Hitler? How Auschwitz?
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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. -
The Development and Character of the Nazi Political Machine, 1928-1930, and the Isdap Electoral Breakthrough
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1976 The evelopmeD nt and Character of the Nazi Political Machine, 1928-1930, and the Nsdap Electoral Breakthrough. Thomas Wiles Arafe Jr Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Arafe, Thomas Wiles Jr, "The eD velopment and Character of the Nazi Political Machine, 1928-1930, and the Nsdap Electoral Breakthrough." (1976). LSU Historical Dissertations and Theses. 2909. https://digitalcommons.lsu.edu/gradschool_disstheses/2909 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. « The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing pega(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. -
The German-American Bund: Fifth Column Or
-41 THE GERMAN-AMERICAN BUND: FIFTH COLUMN OR DEUTSCHTUM? THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By James E. Geels, B. A. Denton, Texas August, 1975 Geels, James E., The German-American Bund: Fifth Column or Deutschtum? Master of Arts (History), August, 1975, 183 pp., bibliography, 140 titles. Although the German-American Bund received extensive press coverage during its existence and monographs of American politics in the 1930's refer to the Bund's activities, there has been no thorough examination of the charge that the Bund was a fifth column organization responsible to German authorities. This six-chapter study traces the Bund's history with an emphasis on determining the motivation of Bundists and the nature of the relationship between the Bund and the Third Reich. The conclusions are twofold. First, the Third Reich repeatedly discouraged the Bundists and attempted to dissociate itself from the Bund. Second, the Bund's commitment to Deutschtum through its endeavors to assist the German nation and the Third Reich contributed to American hatred of National Socialism. TABLE OF CONTENTS Chapter Page I. INTRODUCTION... ....... 1 II. DEUTSCHTUM.. ......... 14 III. ORIGIN AND IMAGE OF THE GERMAN- ... .50 AMERICAN BUND............ IV. RELATIONSHIP BETWEEN THE BUND AND THE THIRD REICH....... 82 V. INVESTIGATION OF THE BUND. 121 VI. CONCLUSION.. ......... 161 APPENDIX....... .............. ..... 170 BIBLIOGRAPHY......... ........... -
The Monita Secreta Or, As It Was Also Known As, The
James Bernauer, S.J. Boston College From European Anti-Jesuitism to German Anti-Jewishness: A Tale of Two Texts “Jews and Jesuits will move heaven and hell against you.” --Kurt Lüdecke, in conversation with Adolf Hitleri A Presentation at the Conference “Honoring Stanislaw Musial” Jagiellonian University, Krakow, Poland (March 5, 2009) The current intense debate about the significance of “political religion” as a mode of analyzing fascism leads us to the core of the crisis in understanding the Holocaust.ii Saul Friedländer has written of an “historian‟s paralysis” that “arises from the simultaneity and the interaction of entirely heterogeneous phenomena: messianic fanaticism and bureaucratic structures, pathological impulses and administrative decrees, archaic attitudes within an advanced industrial society.”iii Despite the conflicting voices in the discussion of political religion, the debate does acknowledge two relevant facts: the obvious intermingling in Nazism of religious and secular phenomena; secondly, the underestimated role exercised by Munich Catholicism in the early life of the Nazi party.iv My essay is an effort to illumine one thread in this complex territory of political religion and Nazism and my title conveys its hypotheses. First, that the centuries long polemic against the Roman Catholic religious order the Jesuits, namely, its fabrication of the Jesuit image as cynical corrupter of Christianity and European culture, provided an important template for the Nazi imagining of Jewry after its emancipation.v This claim will be exhibited in a consideration of two historically influential texts: the Monita 1 secreta which demonized the Jesuits and the Protocols of the Sages of Zion which diabolized the Jews.vi In the light of this examination, I shall claim that an intermingled rhetoric of Jesuit and Jewish wills to power operated in the imagination of some within the Nazi leadership, the most important of whom was Adolf Hitler himself. -
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. -
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. -
Current Concerns
2 May 2017 No 10 ISSN 1664-7963 Current Concerns PO Box CH-8044 Zurich Current Concerns Switzerland The international journal for independent thought, ethical standards, moral responsibility, Phone: +41 44 350 65 50 Fax: +41 44 350 65 51 and for the promotion and respect of public international law, human rights and humanitarian law E-Mail: [email protected] Website: www.currentconcerns.ch English Edition of Zeit-Fragen Colonial, postcolonial, neocolonial? Germany’s economic and educational strategy for Africa by Armin Hofmann At the end of the 19th century, Germany was late entering the scramble for Africa “States lead not only military wars […] they also lead cultural wars in competition with France, Great Britain, Portugal, Spain, Italy and Belgium. With- and educational wars to achieve their economic and power policy in just two decades almost all areas of the goals. The influence with the means of foreign cultural, linguistic and African continent had been occupied by European powers. The governments sent educational policy belongs to the so-called ‘soft power’.” missionaries, explorers and adventurers, the ones in order to christianise the Af- rican tribes and peoples – whereby their ethos often had a mitigating effect –, the The German Development Minister has the past. The Europeans should in the first others to explore the remaining “white now presented his new strategy for Africa. place listen to what Africans wanted. spots” on the map. Ever new areas were With his so-called “Marshall Plan for Af- The measures taken by the German captured, in order to exploit raw materials rica”, which, at short notice, he renamed government to gain access to the African and “human resources”, to expand trade or “Marshall Plan with Africa” he wants to continent include state funding, private in- to make use of strategically favourable ge- eliminate trade barriers and promote in- vestment and measures of “foreign cultur- ographic locations. -
Cr^Ltxj
THE NAZI BLOOD PURGE OF 1934 APPRCWBD": \r H M^jor Professor 7 lOLi Minor Professor •n p-Kairman of the DeparCTieflat. of History / cr^LtxJ~<2^ Dean oiTKe Graduate School IV Burkholder, Vaughn, The Nazi Blood Purge of 1934. Master of Arts, History, August, 1972, 147 pp., appendix, bibliography, 160 titles. This thesis deals with the problem of determining the reasons behind the purge conducted by various high officials in the Nazi regime on June 30-July 2, 1934. Adolf Hitler, Hermann Goring, SS leader Heinrich Himmler, and others used the purge to eliminate a sizable and influential segment of the SA leadership, under the pretext that this group was planning a coup against the Hitler regime. Also eliminated during the purge were sundry political opponents and personal rivals. Therefore, to explain Hitler's actions, one must determine whether or not there was a planned putsch against him at that time. Although party and official government documents relating to the purge were ordered destroyed by Hermann GcTring, certain materials in this category were used. Especially helpful were the Nuremberg trial records; Documents on British Foreign Policy, 1919-1939; Documents on German Foreign Policy, 1918-1945; and Foreign Relations of the United States, Diplomatic Papers, 1934. Also, first-hand accounts, contem- porary reports and essays, and analytical reports of a /1J-14 secondary nature were used in researching this topic. Many memoirs, written by people in a position to observe these events, were used as well as the reports of the American, British, and French ambassadors in the German capital. -
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. -
Opposing Evil #1 (Transcript)
Opposing Evil #1 by Ronald L. Dart The German people are, in every sense of the word, a great people—intelligent, innovative, accomplished—but for me the question about the Germans is always colored by the dark shades of Adolf Hitler, and the question of how it happened to them and to the Jews of Europe. Not long ago I presented a program titled How Freedom Is Lost. I turned back the pages to an episode in the history of Israel. (You can read it for yourself; it’s in 1 Samuel, chapter eight.) It came at the end of what may have been a period of unparalleled freedom, that has never been before and has never been since; and the story of why they laid that freedom down, and of what followed after, is an object lesson we must never let ourselves forget. Now, I’m not going to retell that story today. (I will tell you how to get a free CD of that program a little later.) What I want to do today is to draw another lesson from much more recent history, and to consider the implications for Christians living right now. I knew that Germany was a great nation in European history. Christianity was strong there and the Protestant Reformation was born there. I’ve heard people puzzle over how a people like the Germans of that era could possibly allow a man like Adolf Hitler—such a lowbrow, corruptible little man—to come to such absolute power. Strange as it may seem, it may have been for some of the same reasons I discussed in that program, How Freedom Is Lost. -
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.