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Positive Places of European Memory POSITIVE PLACES OF EUROPEAN MEMORY Edited by Kinga Anna Gajda Monika Eriksen Positive Places of European Memory Edited by Kinga Anna Gajda, Monika Eriksen Kraków 2015 Review: Dr Krzysztof Kowalski The project is funded from the Minister’s „Young Inventors University” project in the framework of the grant provided by the Poland’s Ministry of Science and Higher Education (MNiSW) entitled „Support for the management of research and its results”. Nr. POIG.01.01.03-00- 001/08 on the basis of the financing agreement signed between the Ministryof Science and Higher Education and the Ministry of Regional Development on 22 September 2009 (Priority 1.1. OPIE, Measure 1.1.3.). Published by: Institute of European Studies at Jagiellonian University Proof reading: Monika Eriksen Copyright by: Ministry of Science and Higher Education Republic of Poland ISBN: 978-83-938406-5-6 Kraków 2015 Content: INTRODUCTION ............................................................................................................................ 6 I MEMORY – THEORY Kinga Anna Gajda Positive memory and positive places of European Memory ..................................................................................... 12 Dariusz Niedźwiedzki Identity and memory in relations between ethnic minority and majority .................................................................................. 24 Grzegorz Pożarlik Memory and identity as social constructs ................................................................ 36 Marcin Rebes Lieux de mémoire in the philosophical perspective ................................................... 44 II CITY Kinga Anna Gajda City game as a teaching method of memory ........................................................... 61 Mirosław Natanek Strasbourg and Schengen as a positive place of memory of European integration ............................................................... 73 Aneta Pazik Konrad Adenauer – Father of Europe or eminent Statesman? ................................ 86 Bogdan Podgórski Why is it worth remembering Józef Hieronim Retinger? ....................................... 96 Monika Eriksen The European Parliament and its role as a European symbol of participatory democracy ................................................ 108 Katarzyna Niemiec The role of European institutions in supporting the European memory .................................................................... 116 Elżbieta Święcka Revitalized post-industrial areas as sites of memory .............................................. 124 Dagmara Sikora Memory sites and tourism .................................................................................... 133 Aneta Pazik Evaluation: Places of memory as a condition constituting three levels of collective identity ........................................................ 137 Scenarios of city games in Krakow, Cologne and Brussels .......................... 147 III HOLOCAUST EDUCATION AND ITS IMPLICATION FOR TEACHING ABOUT POSITIVE MEMORY Bartosz Kwieciński „Positive” and „negative” interpretation of the testimonies of the Holocaust. A few notes about perception .................................................. 160 Jolanta Ambrosewicz-Jacobs, Katarzyna Kopff-Muszyńska Is it possible to be a moral witness in post-memory of the holocaust? The case of the International Summer Institute Teaching about the Holocaust at the Centre for Holocaust Studies/UNESCO Chair for Education about the Holocaust at the Jagiellonian University .............................................. 167 Ewelina Malik “There is nothing in the world more invisible than a monument.”. Stolpersteine - hidden forms of commemoration or the expansion of the culture of remembrance in Germany? ............................................................................... 183 Katarzyna Suszkiewicz Righteous Among the Nations - challenges for the Polish and Jewish memory ......................................................................... 190 IV METHODOLOGY - AUTOPRESENTATION Kinga Anna Gajda Autopresentation ................................................................................................. 202 Lidia Sokołowska What is public speaking ............................................................................... 218 INTRODUCTION Andrzej Szpociński, in his article Lieux de mémoire, emphasizes that „in recent years, research on memorials have become very popular among the representatives of the humanities disciplines”1. It is worth noting that both research projects and teaching concerning places of memory are primarily focused on negative places of memory, and make the period between 1939 and 1945, as well as the legacy of the communist era and the socialist the theme of their deliberations. The shared memory as an element of collective identity builds on many levels: local, national, or transna- tional, we can speak from different perspectives. Schwan during the debate Common Europe, Shared History said that memory „is constantly changing, as a nation, like any affiliation. Therefore, it is entirely possible that the European Commission or the European Parliament will become institutions with whom we identify. Since (...) they play a reasonable role. European memory (...) is the most unthinkable and unimagi- nable”2. And further Schwan says: „It seems to me that we in Europe find a positive common culture of memory (...). If we will once again generate a common ground, a base of shared European values, it will be much more than the story that we’re all for freedom, justice and equality”3. And it is such a positive statement, looking for that what is common, but having the strength of an example and not anti-example, has become the focus of the project Positive Places of European Memory. The project was financed by the program of the Ministry of Science and Higher Education entitled, „University of Young Inventors” carried out under the Higher Education system project „Support for the management of research and its results” No. POIG.01.01.03-00-001/08 on the basis of the financing agreement signed between the Ministry of Science and Hi- gher Education and the Ministry of Regional Development on September 22, 2009. (Priority 1.1. OPIE, Measure 1.1.3.). The aim of the project was an attempt to define, identify and describe positive places of memory in Europe. Presenting the idea of​​ community and unity as worthy of imitation. It has been made by a unique consortium of scientists, students of the Institute of European Studies, high school students from VIII High School in Krakow and junior high school students from School No. 2 in Jaworzno. The project Positive Places of Memory was defined in the accordance to Pierre Nora, as a historiographical places (manuals), geographical locations, cultural and economic, and finally symbolic4. An important element of the project was the pro- cess of investigation into knowledge by combining elements of formal and informal 1 A. Szpociński, Miejsca pamięci (lieux de mémoire), http://tslmorawa.files.wordpress. com/2012/06/konwersatorium-rs_mk_szpocinski_miejsca-pamieci.pdf (acces- sed:12.10.2015). 2 Commentary reprinted in: Pamięć. Wyzwanie dla współczesnej Europy, ed. R. Traba, Olsztyn: Wydawnictwo Borussia 2008, p. 29. 3 Ibidem, p. 30. 4 P. Nora, Czas pamięci, ”Res Publica Nowa”, no. 7(154)/2001, p. 37-43. 6 education, methods of feeding rollers with active teaching methods, and the course on peer mentoring. Participants had the opportunity to independently research, de- velop their creativity, conduct debates, enter into dialogue and seek compromise. They participated in substantive and methodological seminars, which included lectures by specialists on the issue of memory and memorials, the EU’s history read through the prism of places and people, as well as knowledge of scientific research within the hu- manities, project method, a workshop on writing scientific papers and how to present during a conference. They sought answers to their numerous questions and visited places and non-places of memory while participating in city games. Each game city was discussed in a summarizing seminar. Furthermore, the youth presented the results of their partial research, a scientific debate was held during which the process of peer review also took place. The project ended with a student conference, during which the participants presented the final aspects of their research. Justyna Poniewska, writes that memory is an inherent feature of each indi- vidual, each one is burdened with luggage of memories. Memory therefore plays an active role in creating our sense of continuity and belonging. „Memory is for a man like another sense which allows for settling in the realities of actuality. It helps (...) in learning to assimilate information, create opinions and views, re-living of memories, which becomes in a sense an instrument supporting our survival. The human mind collects information to verify and process, which ultimately in the end results in ready >>pictures<<- a kind of negatives developed by our mind through our imagination. The phenomenon of memory lies in the fact that the mind can reproduce sounds, smells, images; which we do not experience at the moment”5. Participants treating memory as an element establishing the unit, also undertook philosophical conside- rations. A junior high school student, Weronika Kois, defines memory as „an ability to register and re-route sensations, images, and emotions”6 and deliberates over what happens to the individual, who he becomes
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