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| You are here: 2000 / Workshops, Panels and Seminars / Summary Report on Panels and Workshops | |||||||||
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Participants Countries and organizations Conference documentation Conference programme 
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Summary Report on Panels and Workshops Nuder, Pär Summary Report by the State Secretary of Sweden Your Excellencies, Ladies and Gentlemen,
The recent examination by many countries of their World War II history and relationship to the Holocaust has been powerful and dramatic. Perhaps the greatest positive outcome of this development has been the interest and willingness on the part of many governments, at the highest level, to strengthen and promote Holocaust education, remembrance and research. The Stockholm International Forum has demonstrated that we share a common and growing commitment to remember the victims and learn from the tragedy of the Holocaust. This unprecedented gathering has surpassed our greatest hopes. We must now build on the commitments made by so many political leaders and translate them into action. We have made an effort to explore major dimensions of Holocaust education, remembrance and research and the diverse institutions and means engaged in these pursuits. The Forum sought to encourage the idea that by remembering, educating about and studying the Holocaust, we can arrive at a common recognition of the need to combat racism, ethnic hatred and ignorance of the past. Our intention was to promote dialogue between survivors, experts and delegates in the panel discussions and workshops. I will now summarise these discussions. First: The role of museums and institutions in the field of Holocaust education, remembrance and research Countries of the Holocaust Education Task Force asked representatives of their national institutions to describe their experience and activities. These institutions, mostly museums, are in a period of great transition, which has taken place over the last several decades for different reasons in different places at different times. The transition reflects the political changes during this time as well as our deeper understanding of the Holocaust itself. The institutions have evolved from using traditional static displays to using advanced technology for education, remembrance and research. The number of visitors and public interest has greatly exceeded expectations, leading to a general expansion of these institutions. Second: Education Speakers agreed that there is an obligation to teach about the Holocaust and to include it in educational curricula so that it becomes integrated into society’s general consciousness. However a uniform curriculum for Holocaust education in all countries is inconceivable. Many countries share the dilemma of teaching this sensitive subject to pupils from diverse backgrounds. Different national perspectives have to be considered and discussed in an international dialogue between educators and researchers. Holocaust education, it was argued, promotes an understanding of moral responsibilities and humanistic values. Teaching the Holocaust requires respect for survivor testimony, accuracy with the facts and humility and openness in thought. It was noted that survivor testimonies can provide human details that may be absent in textbook sources. Several speakers emphasised the importance of using personal stories to illustrate and make less abstract the extraordinary horrors of the Holocaust. Education should motivate students to take personal responsibility and to promote democracy, human rights and tolerance. Universal ethics must be put in the centre, inducing the "courage to care". It was stressed that the success of educational efforts demands an ending of secrecy and the opening of archives. There was agreement on the importance of rejecting those who deny the scope, severity or importance of the Holocaust, and on fighting them with education. Participants said it was crucial to uphold the integrity of history for the future. The Internet was discussed as a powerful tool, both for education and for the swift and extensive spread of hateful propaganda. Speakers stressed the need for early education on both the good and dangerous aspects of the Internet, and cited children as the prime targets of so called "hate sites." Codes of conduct, regulatory measures and international co-operation between law enforcement agencies and Internet experts were discussed as means to counter the misuse of the Internet. Third: Remembrance Discussions on memory were lively, varied and focussed on what was important to remember. Speakers emphasised that the gathering of testimony, while survivors are still alive, and the preservation of the sites where the Holocaust occurred, were essential elements of memory. It was acknowledged that personal testimony is necessary yet extremely difficult and often painful. Remembrance is complex and almost always occurs in a highly charged political and social context. The way the Holocaust is remembered has changed over time. For instance, some survivors have found telling their grandchildren easier than telling their children. Memory needs to be broad and encompassing, remembering all the victims of all the groups persecuted. The trans-national character of Holocaust remembrance is exemplified at the Auschwitz-Birkenau memorial where numerous plaques, in different languages, show the many populations victimised by the Nazis. In order for memory to serve its desired role, political, civic and religious leaders must support genuine initiatives, which strengthen Holocaust remembrance. Testimony increases our knowledge and understanding and promotes the hope that such events are never repeated. Moreover, experience has shown that testimony by survivors can break down barriers in society to remember and help understand the Holocaust. It was argued that the representation of the Holocaust through art is an effective tool of learning and memory, possibly even more so than traditional museums. A recommendation was made that an international commission on preserving Holocaust sites be created. Another recommendation was that a condition for entering the European Union be the implementation of advanced standards in Holocaust education. Fourth: Research Participants agreed that scientific research about the Holocaust is essential but that there is a gap between archival research and how its conclusions are taught. The difficulty in bridging the gap between the specialists’ knowledge and the teacher in the classroom was discussed. When the Holocaust is studied in the same way as other events, as it should be, future historians will inevitably rewrite and reinterpret its history. It was stated that memory is no substitute for archival research and that the importance of objective scholarship will increase as the survivors pass away. Doing research and teaching the Holocaust in different nations and geographical regions presents different challenges. One problem is that in some countries the manner of teaching serves to uphold national myths and obscure uncomfortable truths. The Holocaust must not be isolated from its historical context nor are there any standard methods for teaching the Holocaust. However, it was agreed that success in the classroom depends upon student preparation and good teacher training. Participants discussed whether the Holocaust was a ‘litmus test’ by which to study and measure other genocides. Comparative research is seen as essential in addressing such theories as ‘uniqueness’ and ‘equivalence’. It was argued that the mechanisms of genocide are better understood through comparison and that historical events can be similar without being equal. The role of the international community in preventing genocide was discussed and participants believed that the work initiated at the Stockholm Conference could lead to further research in the field of preventive diplomacy and ‘early warning’. Reports from each panel and workshop will soon be available. I would like to thank all the Chairs, Moderators, Presenters, participants and Rapporteurs for making our discussions so rewarding. Madame Chairman, It has been three memorable days. From this podium several leaders of nations have committed themselves, their governments and countries to educate, research and remember the Holocaust. From now on we can confront our leaders with their own commitments that was made here at the Stockholm Forum on the Holocaust. A year ago, at the Washington Conference on Holocaust-Era Assets I had the privilege to invite you to this Conference on behalf of Prime Minster Persson and the Swedish Government. With your permission, Madame Chairman, I would like to end this presentation in the same manner as I did in Washington by quoting one the finest educators of young children - Swedish author Astrid Lindgren, "mother" of Pippi Longstocking and Karlsson on the Roof. Through her characters, she has untiringly taught children about the right choices in the complex world of adults, adults who sometimes fail to fulfill a child’s expectations of care and guidance. I quote: "Sometimes we have to do things, even though we don’t really dare. Otherwise we aren’t human, just a speck of dirt." Thank you. >> Back to top |
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Introduction Opening Session: Messages and speeches Plenary Sessions: Messages and speeches Workshops, Panels and Seminars
Other Activities |
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| For information about this production and the Stockholm International Forum Conference Series please go to www.humanrights.gov.se or contact Information Rosenbad, SE-103 33 Stockholm, Sweden | |||||||||