I think it is useful to remember how certain ideas, arising from the
long work of Nazi-fascist propaganda on the issue of race, were conveyed
in schools in an impressive way. The Italian racial laws of 1938, aimed
against the "non-Aryans" who lived in the national territory, especially
but not only the Jewish minority, and the inhabitants of the African
colonies, were the result of biological and anthropological theories
rooted in the scientific culture of the first half of twentieth century,
conveyed by school and university manuals. On the basis of the Nuremberg
racial laws of September 1935 and starting from the ministerial decree
of 26 November 1935, came the explicit and binding indication to refer
to "blood" to define belonging to a race. Therefore, no longer "Aryan
race", but rather people "of German blood". And here the decisive
transition to a purely mental or psychological concept of race takes
place: race is no longer defined through visible physical
characteristics, but it is blood, the true distinctive element of race,
which authentically "manifests" itself in the souls of people. belonging
to the race and determines it completely.
This is the essence of the last of the racial theories, the globalized
conception of race. Instead of traits such as the original language, the
shape of the skull, the color of the hair and eyes, the true distinctive
elements of the Nordic race, they were now ultimately "moral"
properties, such as being judicious, ready for action , creative,
predisposed to the exercise of command, all qualities to be promptly put
at the service of the National Socialist project of dominating the
world. From a school textbook of the time we read this definition:
"Every man has his own style, racially determined and your style is also
the mirrored image of your racial soul.
Whether your language is imaginative or conceptual, imaginative or
materially inclined, vital or dry, relaxed or militarily succinct,
depends on your racial disposition." Therefore, the distinctive element
of the race becomes blood, which manifests itself in people's souls.
Hitler himself defines this concept in a passage from Mein Kampf from
1935: "The ethnic identity of the people, or rather the race, is
therefore not based in the language, but in the blood."
The Nazi state had first and foremost the objective of creating a German
Volk, spiritually united, strong and racially pure. This meant raising
children who were devoted to the regime, tough, and physically superior,
all qualities that required much more than simple conformity. Children
had to have a sense of national belonging. The Nazi regime had been
dealing with the issue since taking power in 1933.
New textbooks were published and purges of teachers began, who were
required to join the National Socialist Teachers' League.
Almost a third of the teachers joined the party. Children were taught to
dedicate themselves totally to the national community. Racial science
was an important component of the program.
Jews, Slavs and non-Europeans were considered inferior races.
The children were also warned against "problematic" people, who
undermined the unity of the Volk.
It should be noted that those children who rebelled and showed
oppositional behavior were also considered "problematic". Strength and
obedience were necessary prerequisites for a sense of national
belonging, at the heart of the Volk's Nazi ideals. An anthology of
readings for elementary schools from 1937 contained Hitler's warning to
youth: "...and you must train yourself in obedience. You must learn to
be strong, to take difficulties for granted, without ever giving up."
Teenage boys could feel important by wearing a uniform, marching in the
streets, and organizing socially useful activities, such as Winter
Relief collections.
The girls instead were to become healthy wives and mothers, prolific in
churning out Aryan children for the Volk. The regime taught girls to
take care of the home and children, as well as engaging them in
collective exercises aimed at strengthening their bodies in preparation
for pregnancy. Young people who rebelled were arrested for
insubordination and sent to detention centers and the first
concentration camps, where in many cases they were sterilized. If the
regime's psychiatrists believed that the problems of these young people
were endogenous, that is, biological or mental defects, they could be
locked up in various institutions forever, or from 1939 onwards killed
in euthanasia programs.
A fate that was decided based on the diagnosis of Nazi psychiatrists. If
exogenous causes due to bad education were diagnosed, they were
rehabilitated in special centers. If the diagnosis was genetic, a birth
defect, they were not saved. All this should serve to revisit the
ideological processes which, in a fairly recent era, have seen in the
space of a few years, the spread of ideas expressed with an extremely
inhuman language in schools and in the fields of study relating to
pedagogy, linguistics , anthropology and psychiatry. They are slow
processes in which we begin to modify the language by introducing terms
and meanings that echo racist, militarist and patriarchal theories.
Even certain positions taken by Salvini on the percentage of foreign
students in classes can be very dangerous. Or organicist positions, very
present in our era, to define mental disorders as genetic diseases.
Not to mention the ideologies that are conveyed in the growing
relationship between school and militarization.
Every time there is an apology for a leader, the conditions of racism
are created.
Bibliographical references:
"Culture of race and literary culture in twentieth-century Italy edited
by Sonia Gentili and Simona Foà"
" Edith Sheffer's Asperger's Children".
ilcantiere@autistici.org
https://alternativalibertaria.fdca.it
_________________________________________
A - I N F O S N E W S S E R V I C E
By, For, and About Anarchists
Send news reports to A-infos-en mailing list
A-infos-en@ainfos.ca
long work of Nazi-fascist propaganda on the issue of race, were conveyed
in schools in an impressive way. The Italian racial laws of 1938, aimed
against the "non-Aryans" who lived in the national territory, especially
but not only the Jewish minority, and the inhabitants of the African
colonies, were the result of biological and anthropological theories
rooted in the scientific culture of the first half of twentieth century,
conveyed by school and university manuals. On the basis of the Nuremberg
racial laws of September 1935 and starting from the ministerial decree
of 26 November 1935, came the explicit and binding indication to refer
to "blood" to define belonging to a race. Therefore, no longer "Aryan
race", but rather people "of German blood". And here the decisive
transition to a purely mental or psychological concept of race takes
place: race is no longer defined through visible physical
characteristics, but it is blood, the true distinctive element of race,
which authentically "manifests" itself in the souls of people. belonging
to the race and determines it completely.
This is the essence of the last of the racial theories, the globalized
conception of race. Instead of traits such as the original language, the
shape of the skull, the color of the hair and eyes, the true distinctive
elements of the Nordic race, they were now ultimately "moral"
properties, such as being judicious, ready for action , creative,
predisposed to the exercise of command, all qualities to be promptly put
at the service of the National Socialist project of dominating the
world. From a school textbook of the time we read this definition:
"Every man has his own style, racially determined and your style is also
the mirrored image of your racial soul.
Whether your language is imaginative or conceptual, imaginative or
materially inclined, vital or dry, relaxed or militarily succinct,
depends on your racial disposition." Therefore, the distinctive element
of the race becomes blood, which manifests itself in people's souls.
Hitler himself defines this concept in a passage from Mein Kampf from
1935: "The ethnic identity of the people, or rather the race, is
therefore not based in the language, but in the blood."
The Nazi state had first and foremost the objective of creating a German
Volk, spiritually united, strong and racially pure. This meant raising
children who were devoted to the regime, tough, and physically superior,
all qualities that required much more than simple conformity. Children
had to have a sense of national belonging. The Nazi regime had been
dealing with the issue since taking power in 1933.
New textbooks were published and purges of teachers began, who were
required to join the National Socialist Teachers' League.
Almost a third of the teachers joined the party. Children were taught to
dedicate themselves totally to the national community. Racial science
was an important component of the program.
Jews, Slavs and non-Europeans were considered inferior races.
The children were also warned against "problematic" people, who
undermined the unity of the Volk.
It should be noted that those children who rebelled and showed
oppositional behavior were also considered "problematic". Strength and
obedience were necessary prerequisites for a sense of national
belonging, at the heart of the Volk's Nazi ideals. An anthology of
readings for elementary schools from 1937 contained Hitler's warning to
youth: "...and you must train yourself in obedience. You must learn to
be strong, to take difficulties for granted, without ever giving up."
Teenage boys could feel important by wearing a uniform, marching in the
streets, and organizing socially useful activities, such as Winter
Relief collections.
The girls instead were to become healthy wives and mothers, prolific in
churning out Aryan children for the Volk. The regime taught girls to
take care of the home and children, as well as engaging them in
collective exercises aimed at strengthening their bodies in preparation
for pregnancy. Young people who rebelled were arrested for
insubordination and sent to detention centers and the first
concentration camps, where in many cases they were sterilized. If the
regime's psychiatrists believed that the problems of these young people
were endogenous, that is, biological or mental defects, they could be
locked up in various institutions forever, or from 1939 onwards killed
in euthanasia programs.
A fate that was decided based on the diagnosis of Nazi psychiatrists. If
exogenous causes due to bad education were diagnosed, they were
rehabilitated in special centers. If the diagnosis was genetic, a birth
defect, they were not saved. All this should serve to revisit the
ideological processes which, in a fairly recent era, have seen in the
space of a few years, the spread of ideas expressed with an extremely
inhuman language in schools and in the fields of study relating to
pedagogy, linguistics , anthropology and psychiatry. They are slow
processes in which we begin to modify the language by introducing terms
and meanings that echo racist, militarist and patriarchal theories.
Even certain positions taken by Salvini on the percentage of foreign
students in classes can be very dangerous. Or organicist positions, very
present in our era, to define mental disorders as genetic diseases.
Not to mention the ideologies that are conveyed in the growing
relationship between school and militarization.
Every time there is an apology for a leader, the conditions of racism
are created.
Bibliographical references:
"Culture of race and literary culture in twentieth-century Italy edited
by Sonia Gentili and Simona Foà"
" Edith Sheffer's Asperger's Children".
ilcantiere@autistici.org
https://alternativalibertaria.fdca.it
_________________________________________
A - I N F O S N E W S S E R V I C E
By, For, and About Anarchists
Send news reports to A-infos-en mailing list
A-infos-en@ainfos.ca
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