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In a radio address in 1966 the prominent German philosopher, Theodor Adorno, declared his dissatisfaction with the state of Holocaust consciousness. He claimed that ignorance of the barbarity of the Holocaust is “itself a symptom of the continuing potential for its recurrence as far as peoples’ conscious and unconscious is concerned.” (Adorno, Education After Auschwitz). It is for this reason that he envisioned education as the institution which would be most responsible for instilling values in the masses so that they have the agency to oppose barbarism.  Adorno spoke not only of education in childhood, but “then the general enlightenment that provides an intellectual, cultural, and social climate in which a recurrence would no longer be possible.” Almost 40 years later, the Holocaust education is still important, not only to combat another genocide but also to provide a consciousness of human rights necessary in a world where such standards are becoming commonplace. Holocaust education is in a state of constant evolution. As generations grow up and new ones are born, as distance from the Holocaust increases, it is necessary to reform the methods in which its history is taught. As survivors die and the third generation slowly drifts out of the Holocaust’s shadow, education must be buttressed with an understanding of the applicable lessons and principles that may derive from the Holocaust. For this education to have any meaning, those mechanisms that allowed the Holocaust to take place must be fully understood. History must empower pupils with the understanding of various choices they must make and their ultimate impact on society. 

Most seriously of all, the effects of suppressing national memory could be of critical importance to Poles in coming decades, and to a global audience that has yet to fully absorb the complicated lessons of World War II. In some measure at least, how rising generations of Poles see themselves, democracy, and Europe will depend on whether they can have ready access to their country’s complicated experience in World War II. The collapse of democracy, the museum’s first theme, could hardly be more salient than it is right now. And the presentation of the conflict as a global tragedy could hardly be more instructive. The preemptive liquidation of the museum is nothing less than a violent blow to the world’s cultural heritage.

Jewish émigrés from the former Soviet Union tell inconsistent stories. What does this say about the nature of memory?

Data specialist EMC estimates that in 2013 the world contained about 4.4 zettabytes (4.4 trillion gigabytes) of data. By 2020, it expects this to have risen tenfold.History, in other words, has gone online. While this means unprecedented instant access to vast stores of human knowledge and culture, it also means that mountains of digital data of crucial importance to archivists and future historians are potentially under threat from deletion, corruption, theft, obsolescence and natural or man-made disasters.

A number of U.S. history textbooks evidence a general lack of attention to Native American peoples and culture and occasionally include biased or misleading information.

a bid to calling the United States’ hideous slave trade history as the “Atlantic triangular trade.”

Archaeologists and officials have expressed outrage about the bulldozing of the ancient Assyrian city of Nimrud by Islamic State militants in Iraq.

Since Wikipedia is a compendium of information that already exists elsewhere, it reflects this long-standing bias. In addition, Wikipedia’s editorship–the tens of millions of volunteers who add, tinker with, and argue about articles–is not particularly diverse. “It’s largely younger, largely male, largely white,” Ayers says. “And people often write about their own interests, which is natural and makes sense. But what that means is that we have a lot of articles about software and famous military figures, and not a lot about, say, traditional women’s handicrafts or activists in the developing world.” For a site that aims to “really reflect the fullness of our collective human experience,” Ayers says, this is a big issue.

As the hackers dig in, roadblocks keep popping up–some common to all historical efforts, others unique to this one. One hacker, trying to separate a psychologist couple into two independent pages (“it’s like she’s glued to her husband’s side!”) has difficulty finding sources that credit the female half of the pair with anything. Another recalls making a prior effort, only to find her changes immediately reversed by the overzealous editors Hyland was talking about.

tanding at the turn of the millennium, how odd it seems that women, the majority of the human species, have not, over the course of so many centuries, intervened successfully once and for all on their own behalf. That is, until you consider that women have been trained to see themselves as having no relationship to history, and no claim upon it. Feminism can be defined as women's ability to think about their subjugated role in history, and then to do something about it. The 21st century will see the End of Inequality -- but only if women absorb the habit of historical self-awareness, becoming a mass of people who, rather than do it all, decide at last to change it all. The future is ours to lose.

The album was disintegrating, and we removed the cards. Over the years I forgot about them, but in getting ready to move, I came across them again. One in particular is offensive in its captioning and art to people of African descent. While I presume there is a market for this type of memorabilia, there is no way I would seek to profit from it. I offered it to the National Museum of African American History and Culture in Washington. I never heard from them, so it moved with us.My husband thinks I should throw it away, but that feels wrong. I feel it is history that we should acknowledge, however painful and wrong. Your thoughts?

Should public money be spent to preserve these crumbling sites? Is controlled decay an option for anything associated with the Nazis? Or have Hitler and his architect, Albert Speer, locked future generations into a devilish pact that compels Germans not only to teach the history of the Thousand Year Reich the Nazis proclaimed here but also to adapt it for each new era?Several dozen experts — and some curious citizens — gathered for a weekend recently to ponder such questions at a forum titled “Preserve. For what?”