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Examines how Polish textbooks attempted to create or strengthen national consciousness among young people. Also examines the textbooks' treatment of national and religious minorities who made up over 30% of Poland's population.
How interwar Poland and its Jewish youth were instrumental in shaping the ideology of right-wing Zionism By the late 1930s, as many as fifty thousand Polish Jews belonged to Betar, a youth movement known for its support of Vladimir Jabotinsky, the founder of right-wing Zionism. Poland was not only home to Jabotinsky’s largest following. The country also served as an inspiration and incubator for the development of right-wing Zionist ideas. Jabotinsky’s Children draws on a wealth of rare archival material to uncover how the young people in Betar were instrumental in shaping right-wing Zionist attitudes about the roles that authoritarianism and military force could play in the quest to build and maintain a Jewish state. Recovering the voices of ordinary Betar members through their letters, diaries, and autobiographies, Jabotinsky’s Children paints a vivid portrait of young Polish Jews and their turbulent lives on the eve of the Holocaust. Rather than define Jabotinsky as a firebrand fascist or steadfast democrat, the book instead reveals how he deliberately delivered multiple and contradictory messages to his young followers, leaving it to them to interpret him as they saw fit. Tracing Betar’s surprising relationship with interwar Poland’s authoritarian government, Jabotinsky’s Children overturns popular misconceptions about Polish-Jewish relations between the two world wars and captures the fervent efforts of Poland’s Jewish youth to determine, on their own terms, who they were, where they belonged, and what their future held in store. Shedding critical light on a vital yet neglected chapter in the history of Zionism, Jabotinsky’s Children provides invaluable perspective on the origins of right-wing Zionist beliefs and their enduring allure in Israel today.
In the aftermath of the Shoah and the ostensible triumph of nationalism, it became common in historiography to relegate Jews to the position of the “eternal other” in a series of binaries: Christian/Jewish, Gentile/Jewish, European/Jewish, non-Jewish/Jewish, and so forth. For the longest time, these binaries remained characteristic of Jewish historiography, including in the Central European context. Assuming instead, as the more recent approaches in Habsburg studies do, that pluriculturalism was the basis of common experience in formerly Habsburg Central Europe, and accepting that no single “majority culture” existed, but rather hegemonies were imposed in certain contexts, then the often used binaries are misleading and conceal the complex and sometimes even paradoxical conditions that shaped Jewish life in the region before the Shoah. The very complexity of Habsburg Central Europe both in synchronic and diachronic perspective precludes any singular historical narrative of “Habsburg Jewry,” and it is not the intention of this volume to offer an overview of “Habsburg Jewish history.” The selected articles in this volume illustrate instead how important it is to reevaluate categories, deconstruct historical narratives, and reconceptualize implemented approaches in specific geographic, temporal, and cultural contexts in order to gain a better understanding of the complex and pluricultural history of the Habsburg Empire and the region as a whole.
This book reconsiders pragmatist conceptions of democratic education, especially those of John Dewey. It addresses what democratic education can mean in the face of current threats that are undermining democracy. Since the mid-twentieth century, liberal philosophers have been skeptical of fostering values through public education. Since liberal democracy must embrace different worldviews, education, especially public education, must refrain from teaching values as much as possible. Given the recent undermining of democratic nation-states and their liberal foundations, this educational abstinence can be interpreted as one of the drivers of the current crisis of democracy. This book sketches how a renewed democratic education, modeled after John Dewey and other forms of pragmatist educational philosophy, might look today. It identifies the conceptual, political, and technological challenges to education and democracy and explores how a new democratic education could be implemented in the classroom. John Dewey and Contemporary Challenges to Democratic Education will appeal to scholars and advanced students interested in pragmatism and American philosophy, the philosophy of education, and political philosophy.
Few Polish cities have evoked more affection from their Jewish inhabitants than Krakow, and this volume brings together the work of leading historians - from Israel, Poland, Great Britain, and the US - to explore how this relationship evolved. It takes as its starting point 1772, when Poland was partitioned between the Great Powers and Krakow came under Austrian rule, and it examines the relationship between the Jewish minority and the Polish majority in the city in the different stages of its history down to the period of German occupation during World War II. An additional perspective is provided by a consideration of how Jewish life in Krakow has been remembered by Holocaust survivors and how it is portrayed in post-war Polish literature. The main explanation for the specific nature of relations between Poles and Jews in Krakow seems to be that Jewish acculturation to Polish culture was more pronounced in Krakow than anywhere else in Poland. The Jewish community as a whole opened itself up to contemporary currents and participated in the life of the city, above all in its cultural dimension, while nevertheless retaining a highly articulated sense of Jewish identity and unity. This meant that Jews were able both to defend their interests effectively and to establish links with the rest of the population from a position of strength. An additional important factor appears to have been the more tolerant atmosphere which prevailed in the Austro-Hungarian empire, which meant that ethnic tensions were less acute than elsewhere on the Polish lands. Furthermore, the fact that the city was largely pre-industrial and conservative, and was a spiritual and intellectual center for both Catholics and Jews, may paradoxically have mitigated ethnic conflict, as did the fact that the two societies - Polish and Jewish - were largely socially separate. While the increase in anti-Semitism after 1935 and the consequences of the Holocaust are still etched in the minds of many, the city nevertheless has a special place in Jewish hearts and will continue to be remembered as one of the great centers of Jewish culture in east-central Europe. As in other volumes of Polin, the New Views section examines a number of important topics. These include a general investigation of the situation of the Jews in Galicia, an analysis of the position of Jewish slave laborers in the Kielce area under Nazi rule, an investigation into the resurgence after 1944 of the myth of ritual murder, and a discussion of the history of the Jewish settlement in Lower Silesia after the World War II. [Subject: History, Jewish Studies, Polish Studies, Cultural Studies]
