Speech

Held by

Montreal Holocaust Museum via Canadian Jewish Heritage Network (incl. Alex Dworkin Canadian Jewish Archives)

Creator

Caiserman, Aviva

Dates

1980-2000 (indexed as 1980–2000)

Level

item

Extent

Speech : paper : Printed : ink : b&w ; Ht: 27 cm x W: 21 cm

Scope & content

Copy of speech on the Holocaust, notes draft with pen editing and correcting grammatical and structural errors. Topics include how the Holocaust is a valuable teaching device for morals, antisemitism, destructive aspects of modern technology, and racism. Aviva Caisermann is focused on passing on these themes to young modern audiences, but is addressing academic peers.

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textual record

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DocumentEducationHandwrittenJewish CommunityLetterPrintedSignatureSpeechTeachingTypewrittenTagged automatically by a vision model; may contain mistakes.

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The Holocaust exemplifies consequences of hate turned towards people. Thishuman tragedy happened to Jews at a time and place still within the minds ofpeople. Yet, questions continue to be raised about whether or not youth shouldbe exposed to the Horrors of the Holocaust.Throughout history, ethnic or national groups have been killed. Africans,Armenians, Cambodians, and others (our Human tragedy is that "others" is theonly way we can identify the death of millions of our fellow humans) have beenslaughtered in brutal outbreaks of violence. Holocaust educators are concernedabout outbreaks of hatred and violence against ANY GROUP since the brutal deathof even one person diminishes all. Education about the Holocaust is an integratingprocess which ties together several themes running through human history including(a) racism (b) anti-semitism (c) dehumanization (d) destructive aspects ofmodern technology (e) bureaucratization (f) spiritual life and ethical behaviourin times of extreme stress.The Holocaust was NOT an aberration. It was all too human in origin and develop-ment. It culminated centuries of anti-semitism. It is one (by no means the only)potential consequence when people within their daily life engage in dehumanizingactivities - verbal or physical - which strip others of their identity as ahumang. Those who refer to 'The Blacks' or 'The Hispanics' or 'The Jews' or'The Orientals' lay the groundwork for violence by stereotyping, categorizing,and classifying humans. It is the Holocaust which vividly demonstratespotential end results of that process.But, the Holocaust is more than a history of hatred 'toward', it is also the storyof courage and human dignity by those who responded to hate. Jews are concernedwith continuity of their identity, their spiritual, cultural, and ethical heritage and I believethey must study the Holocaust to integrate their Jewish past, their North Amer-ican present, and their Human future! Young people, in particular, need modelsof how to maintain healthy self-concepts and spiritual integrity.The Holocaust was also a testing ground for Christianity, and stories of righteousChristians enable the present to reaffirm the meaning of their faith. TheHolocaust raises questions, rather than provides neat answers. It continuallychallenges all humans to re-evaluate the meaning of ethical conduct. Each Jew,Christian, Buddhist, Mormon or atheist must explore this event in their questfor understanding. Each businessman, each bureaucrat, each educator candiscover in Holocaust education new questions and insights regarding our owndaily conduct.Read automatically; may contain mistakes.

Language

English

Harvested

2026-10-19T03:21:16Z · source datestamp n/a · andornot

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