Theodor Adorno on ‘Education After Auschwitz’

Since the possibility of changing the objective  – namely social and political – conditions is extremely limited today, attempts to work against the repetition of Auschwitz are necessarily restricted to the subjective dimension. By this I also mean essentially the psychology of people who do such things. I do not believe it would help much to appeal to eternal values, at which the very people who are prone to commit such atrocities would merely shrug their shoulders.  I also do not believe that enlightenment about the positive qualities possessed by persecuted minorities would be of much use. The roots must be sought in the persecutors, not the victims who are murdered under the paltriest of pretenses.

What is necessary is what I once in this respect called the turn to the subject. One must come to know the mechanisms that render people capable of such deeds, must reveal these mechanisms to them, and strive, by awakening a general awareness of those mechanisms, to prevent people from becoming so again [ … ] All political instruction finally should be centered upon the idea that Auschwitz should never happen again. This would be possible only when it devotes itself openly, without fear of offending any authorities, to this most important of problems. To do this, education must transform itself into sociology, that is, it must teach about the societal play of forces that operates beneath the surface of political forms.

Theodor Adorno, Education After Auschwitz (http://ada.evergreen.edu/~arunc/texts/frankfurt/auschwitz/AdornoEducation.pdf), p. 2, 10.

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