Kofi Annan Discusses DCF's and AmerIsrael's "Banality of Evil" - NYT
Mort Zuckerman
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Subject: Kofi Annan Discusses DCF's and AmerIsrael's "Banality of
Evil" - NYT
Date: Jun 18, 2010 8:12 AM
"But if we want to prevent future genocides, is it not equally
important to understand the psychology of the perpetrators and
bystanders — to comprehend what it is that leads large numbers of
people, often “normal” and decent in the company of their own family
and friends, to suppress their natural human empathy with people
belonging to other groups and to join in, or stand by and witness,
their systematic extermination? Do we not need to focus more on the
social and psychological factors that lead to these acts of brutality
and indifference, so that we know the warning signs to look out for in
ourselves and our societies?" - Kofi Annan, below
--------------------------------------
http://groups.google.com/group/sci.med.diseases.lyme/browse_thread/thread/5c7fb049193c58fe?hl=en#
The ^^ Clique (the unions' blindness to
their own atrocities):
http://www.actionlyme.org/andersonpenisbiter.htm
http://www.actionlyme.org/RAGAGLIA_GRANDJURY_DETAILS.htm
DCF Porker's Club:
http://www.actionlyme.org/080924.htm
The People ^^^Can't Get Past the
Dot Guv Union Porkers
The Genocide of Iraq and Afghanistan:
http://groups.google.com/group/sci.med.diseases.lyme/browse_thread/thread/3af857979e293007?hl=en#
How could some *dumb* DCF *porker*
think they know more about the health
of children than a BigPharma Whistleblower
Chemist?
http://www.fda.gov/ohrms/dockets/ac/01/slides/3680s2_11.pdf
How in the world could you criminally charge
someone with being "intelligent?" It just don't
get any dumber. Yet, these are also, your
Corrupticourts (stalker) "judges," who make
it clear they don't like Irish people:"
http://www.actionlyme.org/KAPLAN_IRISH_PEOPLE_BAD.htm
or Blacks or Hispanics:
http://www.actionlyme.org/VIKING_INTERVIEWS.htm
No matter what evidence we present to the
"judiciary committee," these psychopaths are
re-appointed to the bench, and even promoted:
http://www.actionlyme.org/080924.htm
"whereupon the meeting was adjourned" ??
.....
REP. HOVEY: And, from my perspective, we've appointed and appraised
judges who have had significant issues with demeanor.
"***They're arrogant, pretentious and even dishonest,*** and that we
have recently approved a judge who knowingly put children back into
harm's way instead of using their judicial latitude to protect these
children.
"And the particular individual that we had earlier today, I believe
the terms willful neglect and this or that about their circumstance,
personal circumstance.
"And what I would say is, someone who sits on this Committee with a--"
[Whereupon, the hearing was adjourned.]====
- - -
Kathleen M. Dickson
http://www.actionlyme.org
http://www.relapsingfever.org
==================================
http://www.nytimes.com/2010/06/18/opinion/18iht-edannan.html?ref=global
I.H.T. Op-Ed Contributor
The Myth of 'Never Again'
By KOFI A. ANNAN
Published: June 17, 2010
Many countries in Europe and North America now require all high-school
pupils to learn about the Holocaust. Why? Because of its historical
importance, of course, but also because, in our increasingly diverse
and globalized world, educators and policy-makers believe Holocaust
education is a vital mechanism for teaching students to value
democracy and human rights, and encouraging them to oppose racism and
promote tolerance in their own societies.
That was certainly my assumption in 2005 when, as U.N. secretary
general, I urged the General Assembly to pass a resolution on
Holocaust Remembrance, which included a call for “measures to mobilize
civil society for Holocaust remembrance and education, in order to
help to prevent future acts of genocide.”
Indeed it might seem almost self-evident that Holocaust education
would have that purpose, and that effect. Yet it is surprisingly hard
to find education programs that have clearly succeeded in linking the
history of the Holocaust with the prevention of ethnic conflict and
genocide in today’s world.
Of course, prevention is always difficult to prove. But the least one
can say is that the cry of “never again,” raised by so many in the
years after 1945, has rung increasingly hollow with the passing
decades. The Holocaust remains unique in its combination of
sophisticated technical and organizational means with the most
ruthlessly vicious of ends, but instances of genocide and large-scale
brutality have continued to multiply — from Cambodia to the Congo,
from Bosnia to Rwanda, from Sri Lanka to Sudan.
Few countries at present, even among those that require their teachers
to teach the Holocaust, give them any specific training or guidance on
how to do so. And few teachers in any country have the knowledge or
skills to teach the Holocaust in a way that would enable today’s
adolescents, who often represent within a single classroom a wide
variety of ethnic and cultural backgrounds, to relate it to the
tensions they encounter in their own lives. More and better teacher
training is surely needed.
But do we know what the content of that training should be?
If our goal in teaching students about the Holocaust is to make them
think harder about civic responsibility, human rights and the dangers
of racism, then presumably we need to connect the Holocaust with other
instances of genocide, and with ethnic conflicts or tensions in our
own time and place. That would enable students not only to learn about
the Holocaust, but also to learn important lessons from it.
The time has surely come to ask some hard questions about
“traditional” Holocaust education, and perhaps to rethink some of the
assumptions on which it has been based. Are programs focusing on the
Nazi system and ideology, and particularly on the horrendous
experience of their millions of victims, an effective response to, or
prophylactic against, the challenges we face today?
It is easy to identify with the victims. But if we want to prevent
future genocides, is it not equally important to understand the
psychology of the perpetrators and bystanders — to comprehend what it
is that leads large numbers of people, often “normal” and decent in
the company of their own family and friends, to suppress their natural
human empathy with people belonging to other groups and to join in, or
stand by and witness, their systematic extermination? Do we not need
to focus more on the social and psychological factors that lead to
these acts of brutality and indifference, so that we know the warning
signs to look out for in ourselves and our societies?
Do current education programs do enough to reveal the dangers inherent
in racial or religious stereotypes and prejudices, and to inoculate
students against them? Does the teaching of the history of the
Holocaust at classroom level sufficiently link it to the root causes
of contemporary racism or ethnic conflict? And shouldn’t the Holocaust
be studied not only in Europe, North America and Israel but throughout
the world, alongside other tragic instances of human barbarism?
Such questions will be at the heart of a conference this month at the
Salzburg Global Seminar, in Austria, on “The Global Prevention of
Genocide: Learning from the Holocaust,” held in cooperation with the
United States Holocaust Memorial Museum. Organizers hope this will
lead to an annual program for teachers from around the world.
This is certainly not a problem with a “one size fits all” solution.
Teaching the Holocaust to a class in Ukraine is obviously different
from teaching it in Israel, and indeed is likely to vary widely even
between different districts of a European city. But insights and
examples can surely be shared with advantage, and it seems fitting
that Austria — which provided both victims and perpetrators of Nazi
atrocities in abundance — should be hosting such a program.
Kofi A. Annan, the former secretary general of the United Nations, is
honorary president of the advisory board for the Holocaust Education
and Genocide Prevention Program at the Salzburg Global Seminar.
"[Real] scientists are *fiercely* independent. That's the good
news."-- NIH's Top Fool, Anthony Fauci
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