"A huge and hugely significant collection of much of the best Holocaust scholarship to appear in the last half-century." --Kirkus Reviews "... magnificent... surely among the United States Holocaust Memorial Museum's] greatest achievements to date.... The range of the essays is nothing short of breathtaking." --Jerusalem Post Fifty-four chapters by the world's most eminent Holocaust researchers probe topics such as Nazi politics, racial ideology, leadership, and bureaucracy; the phases of the Holocaust from definition to expropriation, ghettoization, deportation, and the death camps; Jewish leadership and resistance; the role of the Allies, the Axis, and neutral countries; the deeds of the rescuers; and the impact of the Holocaust on survivors.

Despite the massive literature on the Holocaust, our understanding of it has traditionally been influenced by rather unsophisticated early perspectives and silence. This book summarizes and criticizes the existing scholarship on the subject and suggests new ways by which we can approach its study. It addresses the use of victim testimony and asks important questions: What function does recording the past serve for the victim? What do historians want from it? Are these two perspectives incompatible? It also examines the perpetrators of the Holocaust, and compares them to those responsible for other acts of genocide and ethnic cleansing in the early years of the twentieth century. In addition, it looks at the bystanders--examining the complexity and ambiguity at the heart of contemporary reaction.

Takes a look at the people, scholars, and Internet-based organizations who deny the existence of the Holocaust in an attempt to revise history while exploring the meaning behind their actions.

In this accessible, clear, jargon free, and comprehensive text, Projecting the Holocaust into the Present offers an insightful historical perspective on how public conceptions of the Holocaust in film have changed over time.

Focusing on the 1980s-90s, examines how Protestants in Germany interpret their self-understanding as part of the community which is defined by its connection to the Nazi past. Analyzes representations of the Holocaust and of the Christian-Jewish relationship in three German Protestant theological texts: the 1980 statement of the Rhineland synod of the Evangelical Church "Zur Erneuerung des Verhältnisses von Christen und Juden"; Marquardt's theological text "Von Elend und Heimsuchung der Theologie: Prolegomena zur Dogmatik" (1992); and Britta Jüngst's dissertation "Auf der Seite des Todes das Leben" (1996). The analysis of these texts is informed by the development of narratives of collective memory of the Holocaust in German society in the 1980s-90s, from the miniseries "Holocaust" to the Goldhagen controversy. All three texts admit the responsibility of Christianity and Christians for the Holocaust and build theologies that do not reject Jews. Contends that, contrary to their stated intentions, most Holocaust theologians do not truly listen to the Jewish perspective. Calls on practitioners of "theology after Auschwitz" to embrace Jews and Judaism in order to restore the credibility of Christian Churches which abandoned the Jews in Auschwitz.

If we expose students to a study of human suffering we have a responsibility to guide them through it. But is this the role of school history? This issue is the rationale behind teaching the Holocaust primarily historical, moral or social? Is the Holocaust to be taught as a historical event, with a view to developing students' critcal historical skills, or as a tool to combat continuing prejudice and discrimination? These profound questions lie at the heart of Lucy Russell's fascinating analysis of teaching the Holocaust in school history. She considers how the topic of the Holocaust is currently being taught in schools in the UK and overseas. Drawing on interviews with educationalists, academics and teachers, she discovers that there is in fact a surprising lack of consensus regarding the purpose of, and approaches to, teaching the Holocaust in history. Indeed the majority view is distinctly non-historical; there is a tendency to teach the Holocaust from a social and moral perspective and not as history. This book attempts to explain and debate this phenomenon.

Victims of the Holocaust were faced with moral dilemmas for which no one could prepare. Yet many of the life-and-death situations forced upon them required immediate actions and nearly impossible choices. In Problems Unique to the Holocaust, today's leading Holocaust scholars examine the difficult questions surrounding this terrible chapter in world history. Is it ever legitimate to betray others to save yourself? If a group of Jews is hiding behind a wall and a baby begins to cry, should an adult smother the child to protect the safety of the others? How guilty are the bystanders who saw w.

Daniel Levy and Natan Sznaider examine the forms that collective memory take in the age of globalisation. They explore how the Holocaust has been remembered in Germany, Israel and the US over the past 50 years and demonstrate how this event has become detached from its precise context.

"Examines the implications of conflating texts with people in a broad range of texts: Art Spiegelman's Maus, Ray Bradbury's Fahrenheit 451, the poetry of Sylvia Plath, Binjamin Wilkomirski's fake Holocaust memoir Fragments, and the fiction of Saul Bellow, Philip Roth, and Don Delillo."--Jacket.

Among the issues examined are the extent of the human destruction, the degree of collaboration, Jewish reactions, and efforts to save the Jews.