ࡱ> `_bjbjss.V    ---8-dB.,ڡz.:..../*0-0 Y[[[[[[$h* B/"/BB  .."F"F"FB . .Y"FBY"F"F=`  .n. ຘz-D%40ڡ1:6E|:8: -9056F"F{:l=909090Ep909090ڡBBBB           THE MOSCOW BUREAU FOR HUMAN RIGHTS  Mail address: 115455 Moscow, P.O.Box # 6 Tel./fax: +7 (495) 670 69 75, 506-0224 E-mail:  HYPERLINK "mailto:mucsj@pochtamt.ru" humanrights@list.ru, Web:  HYPERLINK "http://www.antirasizm.ru/" www.antirasizm.ru Ms. Natalia Rykova, Executive Director of Moscow Bureau for Human Rights Holocaust Era Assets World Conference, Prague, 26-30 of June Holocaust Education: experiences gained and challenges ahead with the special accent on Education about Holocaust in Russia. The mankind faces many threats today, and one of the most serious ones is the growth of interethnic dissension, manifestations of racism, xenophobia and anti-Semitic moods in dozens countries. After the World War II it seemed to many people that the death of millions people and first of all the experience of the Holocaust mass elimination of 6 mln Jews by Nazis would become a lesson for the mankind and a mighty antidote for race and ethnic hatred and anti-Semitism. In November 2005 the UN officially acknowledged January 27 the day of memory of the Holocaust: on this day in 1945 the Soviet army liberated the death camp Oswiencim. The resolution was signed by representatives of 26 countries. But life demonstrates visually that the lessons of war and Holocaust are not learnt yet. The growth of radical misanthropic moods among the young people looks especially dangerous. This is connected in many respects with the fact that the generations of children had grown up in Europe and also in the whole world knowing practically nothing about Holocaust. This concerns especially Russia the country that played the principal role in victory over fascism and where the xenophobe and racist moods unfortunately grow particularly quickly. But despite this the attempts of human rights organizations to achieve joining of Russia to ten countries of the world which established January 27 as a national Day of Holocaust failed yet. Early in 21st century the problems of combat against xenophobia, nationalism, anti-Semitism and racism aggravated in various regions of the world. They are urgent both for countries with stable democratic traditions and institutions and for countries with totalitarian past. Globalization of the world economy, migration of millions of people from the most various countries of the world to the regions with higher economic development level (first of all to the countries of Western Europe and USA), dissemination of nationalist and religious views of extremist orientation and increase of international terrorism connected with this cause the xenophobia growth being characteristic even for the most developed states. Most often the nationalist tendencies are based upon the ideology that was already tried out in the past. The most misanthropic ideology that caused innumerable sufferings and millions of victims for the world Nazism - is taken from the grievous baggage of the 20th century. People are walking along the streets of various cities calling themselves differently but their essence is similar hate towards the people of another race, another skin color and another religion. They beat, kill and burn. The world regions hardly exist where neo-Nazism does not manifest itself in any way. Attempts to rehabilitate Nazism and persons who fought on its side are made in Russia, Baltic countries, Ukraine and Europe. Meanwhile the history of Holocaust is a convincing example of the fact what tragic consequences such attitudes may cause. This circumstance dictates the necessity of studying the history of Holocaust and of its humanistic comprehension. The Russian citizens should realize yet that Holocaust in the USSR is an integral part of the Great Patriotic war but not a particular problem concerning only Jews. The Holocaust requires discussion in the context of world and Russian history, starting from the events that took place long before Holocaust. Most people have no sufficient information about the history of Jewish people, about their contribution into development of human civilization. Its important to explain the schoolchildren whats the difference between the fact and its interpretation, between legitimate criticism and defamation. Just in case of such an approach they would be able to learn making independent conclusions. The children must understand that Holocaust directly concerns our todays life as the roots of the Holocaust ethnic phobias, distorted stereotypes, intolerance, nationalism of extremist orientation this all still exists. Lessons of Holocaust could promote formation of critical style of thinking of the pupils, ability to think independently and differentiate the manifestations of good and evil. Many experts think that the most acceptable form of teaching is the personalized narration about the people who became the victims of Holocaust mill-stones. In their opinion, this makes stronger effect than general information and showing of photos illustrating the terror of concentration camps. Such narration permits the teachers discussing with children the models of peoples behavior in various situations including the victims themselves, eye-witnesses and those who saved the others. The educational activity in the field of studying the history of Holocaust in relatively large scale started just in late 1980s early 1990s on the territory of contemporary Russia. But recent twenty years are a sufficiently long period of time permitting summarizing the accumulated experience. At the beginning no structures existed being involved into enlightenment in this sphere, no textbooks on the Holocaust were available that would be up to local historical and cultural actualities, and no state policy concerning the studying of Holocaust was pursued. Some serious changes took place during 20 years. In 1991 the first specialized public organization appeared involved into educational activity in the field of studying the Holocaust history Scientific-educational center Holocaust (leaders A. Gerber and I. Altman). The have been active ever since in arranging numerous activities on the subject of Holocaust? Including international scientific conferences Lessons of the Holocaust and todays Russia, workshops for teachers (totally more than 2000 teachers took part in them). In September 2008 the exhibition of Stochholm Jewish museum Raul Wallenberg: one man can win a war too was conducted at the Museum of Sakharov. During the exhibition, the Museum arranged a workshop for teachers How the children can be told about dark sides of history: methods and means. One of the Moscow shools opened a website Holocaust ( HYPERLINK "http://holocaust.ioso.ru/" http://holocaust.ioso.ru/) within its participation in the program International Education and Resource Network. The following words are cited on the main page of website: Memory of the Holocaust is necessary so that our children would never be either victims or hangmen or indifferent observers. The website is destined for everyone who cares about the history of mass genocide of the Jews, its reasons and consequences, fates of victims, saviors, hangmen, courage and resistance of people doomed to inevitable death. The urgency and relevance of such websites is not just in apprehension of history but also in understanding of todays sense of world events, threat of chauvinism, fascism, and anti-Semitism. Sufficiently active educational work of the Jewish communities in the field of Holocaust can be mentioned. E.g. meetings conducted in city public libraries devoted to the memory of the Holocaust victims; such meetings are usually attended by students of the university specializing in Judaics, students, pupils of Jewish gymnasium, volunteers and veterans. In the city of Novorossiysk 37 lessons on the subject Holocaust of European Jewry were conducted with efforts of the city Jewish community more than 670 pupils of schools and students listened to the lectures and participated in workshops and disputes. In St. Petersburg the project of studying the subject of Holocaust in Poland was implemented with support of the organization Joint. In September-December 2007 a group of scholarly experts from leading institutes of Russian academy of sciences led by A. Lokshin conducted a complex study of 34 textbooks, tutorials and reading books on the history of Russia created after 1991 and admitted or recommended by the Ministry of education for studying in secondary schools. It was discovered during the study that some subjects are either suppressed or interpreted most tendentiously. For example, in some textbooks the Holocaust is not mentioned at all. In other cases Holocaust is not interpreted by the authors as a single case in the world history when that state made an attempt to eliminate a separate nation completely. The experts agreed that the legacy of Soviet historiography is clearly seen in some contemporary textbooks as the subject of the Jews, pogroms and Holocaust lacked there at all. Unfortunately, except achievements in familiarizing the society with the problems of Holocaust, several unsolved tasks still remain. During recent years activation of use of cinema and TV for educational activity on the history of Holocaust is observed. The documentary film Brest ghetto shown in 1995 was the first film of this kind. In 2002 various Russian TV channels showed the film by Pavel Chukhray Children from the abyss created basing upon video-evidences of the Spielberg Fund. In autumn 2008 the first channel of Russian TV showed the film Heavy sand shot basing upon the novel by A. Rybakov of the same name; it tells among other things about one of Jewish ghettos on the territory of the USSR. Foreign films devoted to the Holocaust are periodically shown on Russian TV channels. Human rights and Jewish organizations arrange the meetings with people who lived through the childrens death camps. The schoolchildren visit memorial places within various programs and familiarize themselves with the evidences about Holocaust. The work for immortalization of memory of the Jews who perished is conducted permanently though it does not always face the understanding on the part of local authorities. The initiative appeared in Heseds (Jewish charitable organizations) on creation of museums of Holocaust. Young people were actively attracted to this work. During recent years memorial expositions and halls were opened in many Russian cities. Russian human rights activists cooperate with International school of studying the Holocaust memory Yad Vashem. Teaching the memory of Holocaust and its lessons all over the world is its objective. The most important condition for preserving the memory about Holocaust is the introduction of this subject into educational programs of schools and colleges. One of items of the Declaration of Stockholm conference (January 2000) signed by 47 heads of states of the world and their representatives, stated the necessity of teaching of subject of the Holocaust in secondary and higher schools. This item was fixed in a document during the meeting of ministers of education of the member-countries of the European Council that took place in October 2002. The minister of education of Russia signed this document. And this created a regulatory base for teaching of Holocaust in educational institutions. In 2008 the Educational department of Moscow sent the letter to all the city schools with recommendation to conduct a lesson of tolerance on the International day of Holocaust. Moscow institute of open education prepared the methodic instructions, and as a result the lessons took place in 107 of 146 schools of the Central district of Moscow. The teachers either told about Oswiencim and its prisoners or showed the documentary film about Holocaust to the children, according to their own choice. Many teachers and methodologists of Moscow schools think that the children should get to know not only victims of Holocaust but also the names of Jews-combatants of the Resistance; they should be also told about the Righteous of the world. During conversation about the Holocaust, the empathy is more important than the analysis: the children would understand the terror of Holocaust better imagining themselves on the place of Anna Frank or a Jewish boy from Berlin. Educational work on the subject of Holocaust is one of most important directions of work of Moscow bureau for human rights (MBHR). In 2006 MBHR, together with the Center Holocaust, conducted the monitoring of websites; 80 websites were revealed containing anti-Semitic statements and denial of Holocaust. In 2006-2009 MBHR, in cooperation with the organization International Task Force, implemented a project Teaching of journalists of Moscow periodicals to deal with the subject of Holocaust in mass media dealing in this respect with the target group that was practically not involved into educational programs before. The project told the journalists about history of Holocaust tragedy, ideology of anti-Semitism and neo-Nazism, contemporary manifestations of Holocaust denial, todays problem of xenophobia, racism, and anti-Semitism, induced them to be interested in this subject, work with archives, find the Righteous in their regions and tell the readers about their feat, tell how and why the Holocaust is remembered in other countries, how it is learned at schools and colleges and what the foreign periodicals write about it. An expert-methodic council was created at the initial stage of the project implementation for development of workshop programs, forming of lecturers groups and development of recommendations for the workshops participants. Five training regional workshops were held within the project for representatives of mass media in Yaroslavl, Samara, Volgograd, St. Petersburg and Ivanovo. These workshops were also attended by representatives of human rights and juridical organizations, regional authorities and scientific circles. MBHR successfully implements the project Russia without hatred and hostility in the regions of Russia. Legal schools are conducted within the project with the purpose of overcoming anti-Semitism and extremism. The project task is to attract the press employees to the subject of Holocaust. It was also important to provide the exhaustive information how this subject is developed and presented in other countries of the world. The project had the task of making influence upon the public opinion through the journalists in the issue of attitude towards the Holocaust. Shortage of information about this tragic page of history and appearing of revisionist myths in Russia are based upon traditional anti-Semitism, and MBHR considered its duty to provide corresponding educational information for the journalists so that they could affect the society in their turn. Journalists have a real opportunity to form the tolerant attitude towards minorities and other vulnerable population groups in Russia. Many editions of radical orientation in Russia publish mythological and false versions of history of the epoch of Nazism; they assert for example that elimination of the Jews is an invention of the Jews themselves. Such interpretations should be equated with Nazi propaganda. The journalists must track such materials and provide an estimate of them. The subject of Holocaust and its interpretation in Russia are closely connected with the problem of anti-Semitism. In the opinion of human rights activists, anti-Semitism should be counteracted through the system of regular monitoring of interracial, interethnic and inter-religious relations it is desirable that this would be done on national-wide basis. It is necessary to develop the special Federal target program (a kind of a National project) for counteraction to xenophobia, ethnic and religious intolerance and aggressive nationalism. As discrimination of Jews during the period of Nazism was a part of the state policy, the journalists should recognize any manifestations or signs of such policy during its earliest stages when nothing seems to point out the forthcoming danger. The project envisaged to tell the journalists about the events of Holocaust, about ideology of anti-Semitism and neo-Nazism and about the problems of todays xenophobia and racism. Anti-Semitic moods are still a deeply interiorized element of Russian ethnic conscience. This conscience weighted by a load of traditionalist atavisms continues treating the Jews exclusively as some solidary group, and certain cultural and religious stereotype is associated with it. Thus, the term Holocaust was absent in the Federal program of forming the tolerant conscience that was implemented in 2002-2005 with governmental support (though several tutorials were published during its implementation that touched upon this subject immediately). The attitude of official educational structures towards teaching of Holocaust and training of teachers is affected negatively by the fact that Russia is not a member of international organization International Task Force implementing programs for teachers in this field and does not show proper interest towards the activity of this organization, unlike its neighbors. Establishment of cooperation of Russian educational structures with International Task Force seems most expedient. In many respects the position of officials can be explained again by the fact that Holocaust is apprehended by them exclusively as a particular Jewish problem and as an attempt to gain undeserved privileges for one nationality (the phrase flinged out by one of high-ranking Russian officials in a conversation with representative of Jewish community of Russia is the hardest expression of this tendency: Why do you trouble us with your six million we have 27 million dead. The subject of Holocaust is also brought up quite seldom in mass media. This usually takes place on January 27, on the Day of memory of the Holocaust victims and in April when the anniversary of the beginning of uprising in Warsaw ghetto is marked. Such publications are mostly banal and dry. Attraction of attention of mass media towards this problem is a complicated task as some journalists and editors justify their unwillingness to write about Holocaust by the fact that this subject is not interesting and not up-to-date. The more important matter is the educational workshops as they break these stereotypes. There is still no museum-educational center in Russia devoted to Holocaust. Available expositions in Memorial synagogue at Poklonnaya hill, Museum of Great Patriotic war and center Holocaust are insufficient, and their visiting by schoolchildren is mostly a personal initiative of the teachers. Perhaps the Museum of Tolerance being built by Federation of Jewish communities of Russia can undertake the function of such a museum. The inclusion of such museum into the lists of those recommended for visiting by schoolchildren and students is necessary anyway. Cooperation with Steven Spielberg Fund Shoa and museum Tolerance in Los Angeles would help to equip the future museum with most up-to-date technologies. The future museum is necessary for Russia and Moscow also as a permanent place for meetings of representatives of various countries, first of all young people and pedagogues studying Holocaust history and problems of tolerance. The State museum of Holocaust history could unite the educational center and museum project and serve the propaganda of tolerance ideas and search for mutual understanding in contemporary Russia. Speaking about cinema and TV, their potential is used to the extent being far from complete. Considerable part of films devoted to the subject of Holocaust is shown not during prime time or on decimeter channels that are not always available for mass audience. Russia needs development of the state program of immortalization of places of mass elimination of the Jews on the territory of Russia. International cooperation of students and schoolchildren should be developed through arrangement of trips around the places of Holocaust on the territory of Russia, visits to foreign memorials and holding of international conferences and contests. Unfortunately so-called phenomenon of tiredness from Holocaust is observed in public conscience of Russia during recent years however similar to that from the subject of GULAG and many other painful subjects of history. In the opinion of sociologist Boris Dubin, this is explained by immaturity of public conscience which complicates the work for maintaining the memory about Holocaust very much. But such work is necessary to be continued as in Russia which suffered from totalitarianism most seriously, the civil society must withstand the oblivion of one of most terrible tragedies of 20th century. Another problem that appeared already in 1990s and acquired large scale is the activity of so-called Holocaust deniers trying to underestimate its scale or present Holocaust as a Jewish invention. While in 1990s the deniers were mostly interesting for a narrow circle of so-called national patriots, at present their books are published by publishing houses being outwardly respectable and the articles appear on official websites (the most famous case of this kind is the appearance of an article by young activist of Young guard of United Russia N. Tomilin on YGUR website in February 2009 that stated that under the influence of Israeli lobbyists, Holocaust turns into a religion with all the signs of totalitarian sect). At present the activity of educational organizations in the sphere of combat against Holocaust deniers is low enough. Publication of scientific-popular book in Russian with considerable run looks necessary that would refute the arguments of deniers in understandable form. We have to remember that Holocaust is our history and our tragedy. Anti-Semitism and Anti-Israelism is our present. We have to remember that the genocide prevention is indeed within the capacity of humankind.   http://www.aen.ru/index.php?page=brief&article_id=36448  Altman I. 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