The recent Nazi-tainted demonstration in Melbourne has highlighted the vulnerability of our ethical codes. Associate Professor Avril Alba examines whether historical reflection on the Holocaust can itself ensure ethical action in the present.
Last weekend the sight of thirty men, clothed in black and raising their arms in the Nazi-salute in front of the Victorian parliament, understandably sent shock waves across the state and beyond. The event raised some serious questions — among them, whether and how education can counter such trends.
Underlying these anxieties are concerns as to what those harnessing the power of these symbols really knew about the history their actions evoked. If they did understand its enormity, then does knowledge of history automatically have the salutatory effects one might expect? In other words, does educating about histories of atrocity such as the Holocaust ensure greater sensitivity to racism and bigotry in the present?
Thirty men dressed in black and intending to harass and intimidate transgender advocates should not be taken as a representative sample of Australians’ knowledge of and attitudes toward the Holocaust. But what this incident does demonstrate is that a simple, causal correlation between knowledge and action cannot be assumed, and hence it should stimulate deeper thinking as to whether and how education can confront these challenges.
Read the article by Prof Avril Alba from Sydney University.