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.
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