Documenti di Didattica
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Nazi showpiece
○ Jewish identity established as parasites who stole from the people, so not of the
people
■ This in spite of the fact that Jews supported and contributed to the arts,
art
● Totalitarianism as totalising thought that forces an identity upon people, thereby making
them static and bringing them into a static narrative about the way the world is
question static identity, breaking it down, for example the looter/looted distinction
○ In 1945, Jews were stateless and had their cultural treasures classified as
citizenship, and would restitute collections on the condition that most significant
● Post WWII, international law focused on state v state interactions, not private restitution.
As seen above, this was problematic because states gained by non-restitution because
○ Individual claims to restitution break down this sense of identity. Tension between
liberalist focus on individual property rights on one hand, and collective identity
on the other
■ However, at the same time it reinforces Jewish identity through legal and
the Nazis did, that Jewish people are homogeneous and distinct from
others
collective event, and also challenges dominant perspective that focuses on mass-murder
and genocide
○ The focus on the death camps in a way absolves states from having to
● Uncomfortable questions about the industry arising out of the Holocaust. Some argue
that accepting compensation from murderers sullies the idea of the collective experience
of the Holocaust. But if restitution fits this same model, then the assumption that the
Jewish people are homogenous forces upon some people a giving-up of what is theirs.
○ This invites other questions about the industry, such as the fact that pursuing
claims in court would only occur if lawyers see the claims as profitable.
● Restitution challenges the idea of victimhood, as those affected become the subjects of
○ But the problem is that the works are being claimed by at times very distant heirs,
■ This again raises questions about the Holocaust industry, and arguments
Meaning
● Meaning is what the class is about - how do we see the world in which we live.
Courts
● Courts have specific procedures for establishing the truth; this is said to bring about
justice once the facts are known. But I suggest justice comes before truth: truth is a way
of linking each other through language, but before this is possible we must be open to
the other as an infinite unknown who can keep secrets. In court we are not open to the
other in this way, so only very specific procedures apply. Other programmes that are
non-litigious do not have such limits, and can explore the history of the object and be
response to receiving the other is blocked by the attitude of fighting that is assumed in
court.