#germany education system

[aimchase]

Free education in Germany | Zero Tuition Fees | Study in Germany | Aim C...

[bagaluten-sys]

Das deutsche Äquivalent zu OSDD1 (educational, important!)

Die Namen der Diagnosemöglichkeiten für DID/OSDD1 Symptomatiken unterscheiden sich im deutschen von den häufig genutzten englischen Begriffen/ Diagnosen. Vielen ist das nicht bekannt, also hier eine Übersicht mit Quellen (am Ende).

Vorab: Generell wird international das DSM-5 genutzt (aber hauptsächlich in Amerika), es ist spezifisch für die Diagnosekroterien von psychischen Störungen und wird häufig als Referenz genutzt. Der Herausgeber ist die American psychiatric association (APA). Hier findet man die Diagnose DID und OSDD-1.

In Deutschland/ Europa hingegen gibt es andere Diagnoseklassifikationen, die stärker verbreitet sind. Dazu gehören der ICD-10 (Internationale Klassifikation der Krankheiten, 10.te Auflage) und die weniger veraltete Version der ICD-11. Diese werden als Standard zur Diagnostik jeglicher Krankheiten genommen und wurde von der WHO (Weltgesundheitsorganisation) entwickelt.

Obwohl sich das DSM-5 und die ICD-10/-11 sich in vielen Bereichen überschneiden, gibt es Unterschiede in Klassifikationen, Definition und Sprache.

Deutschsprachige Diagnosen und wo sie zu finden sind:

Im ICD-10 (veraltet aber weit verbreitet):

-Dissoziative Identitätsstörung (DIS), equvivalent zu DID = F44.81

-Sonstige dissoziative Störungen (ähnlich aber nicht identisch mit OSDD) = F44.89

Im ICD-11:

-Dissoziative Identitätsstörung (DIS) = 6B64

-partielle dissoziative Identitätsstörung (am ähnlichsten zu OSDD!!) = 6B65

(Quellen: WHO ICD-11, APA DSM-5, The Global Impact of DSM-5, DSM-5 und ICD-10 Vergleich, NIMH)

Hope this helps, if anything is wrong, outdated or not clear, please correct me and do your own research :) 👋

[kraro-school-life]

i am interested in what a Gymnasium is! i am from the u.s. so we don't have anything really like it.

from my googling, it seems to be like a higher level/more advanced secondary school/high school before university? i am pretty curious. what do students have to do to qualify?

Ok, wow my first ask!! (💖) Thank you so much I hope I can explain it good enough:

A Gymnasium is a type of secondary school, that comes after elementary schol. In Germany, the individual „Bundesländer“ (States ig?) manage the laws for Education, so it’s very different depending on which „state“ you live in. Elementary school is mostly 4-6 years long, and after that you go to secondary school.

There are 3 main types of secondary school, “Hauptschule”, “Realschule”, and “Gymnasium”. (There are of course other options you can take, but these are the most common ones). And the school you get into depends on your average grade the last year of elementary. To explain it simply: it’s worst to best. The children with the best grades get accepted into a Gymnasium, the less good into a Realschule and then Hauptschule.

And that’s the thing about the German Education system. Not to exaggerate, but it’s like your life depends on how well you do in school as a kid as early as 4th grade. Which is fucked. Like how does that make sense?? Most of the students who are in a Gymnasium are expected to go into university, and it’s harder to get in if you only graduated from f.e. a Realschule (which is also shorter btw). Unfortunately, there is also a direct correlation between the amount of money parents are earning and what level education their children get.

You could say it’s sorted by skill, but really, i feel like it’s not. I could rant about the education system in Germany and how it’s just bad, forever (I even went to a convention that talked about it), but it could be worse honestly. It’s not THAT bad.

(Although I say that I go to a gymnasium, it’s a bit different for me personally, because it’s kind of a private school, but mostly the same.)

I hope I could help you out a bit, and I think it great how you want to know more about other systems!! American schools seem so different to me though, the freshman, sophomore thing is kinda confusing to me. I have to inform myself now lol.

(edit: wow this turned into a rant I didn’t intend on writing, hopefully I still answered your question)

[littlebigmouse]

People like to make fun of YA worldbuilding tropes that sort teenagers into arbitrary categories based on arbitrary characteristics that nonetheless have a huge impact on the teenager's future.

This is not unrealistic however, because the german education system sorts 4th graders based on their "academic merit" as determinded by one of their elementary school teachers into one of three (sometimes four) further type of schools, which has a drastic impact on the likelihood of you even getting the qualification to attend university.

Yes, your entire academic career path is dependent on whether your elementary school teacher likes you or not. Don't worry, some states think that's bullshit too and instead make fourth graders sit entrance exams for the education level of their (parents') choice. (Although the teachers still get a say). That's why sometimes have news articles about the burn out rates of elementary schoolchildren in Bavaria.

But don't worry! Politicians love to complain about... to many people in recent years receiving the qualification to attend university...

[munaeem]

Understanding Germany's Academic Demands and Exam System

The Ugly Side of Studying in Germany Studying in Germany has its perks. It offers high-quality education and a rich cultural experience. However, it also comes with its challenges. Understanding the high academic demands and the exam system can help prospective students prepare for the rigors of German universities. High Academic Demands in Germany Self-Directed Learning: Unlike many…

[galacticneighbor]

Had a conversation last night with a group of non-Americans and I've come to the conclusion that some people don't understand the student debt problem in the USA. Like I was having such a hard time trying to explain that you have to find a way to pay for school WHILE you're going instead of paying it back to the government when you start working which is. Apparently the way it works in some places??

Yeah, university might not be any cheaper in other places, but Americans at 18 years old have to cobble together a mix of private loans and scholarships and family assistance to stay in college at all. I dropped out because I ran out of money and no one would loan me more.

[anigdha]

Head Office : 2nd Floor, N Block, Opposite - Axis Bank,

Sector -18, Noida - 201301

[taliesinman]

only slightly related but i'll just drop this here:

constitution of the ddr (1949) vs constitution of the frg (modern)

Education being important to Gil is one of my strongest-held beliefs like I genuinely think making him uneducated or unintelligent is entirely misinterpreting his character and history. the Prussian education system being of high importance to the state and incredibly well-developed for its time is very much a recurring theme and I think ignoring that does a strong disservice to his character.

(Excerpt from Iron Kingdom by Christopher Clark)

[ngdrb]

In 1923 Adolf Hitler incited an insurrection against the German government. He was tried, given a slap on the wrist, and became a convicted felon. Despite being treated charitably by the judge, Hitler claimed the trial was political persecution and successfully portrayed himself as a victim of the “corrupt" Social Democrats.

Hitler cleverly positioned himself as the voice of the "common man," railing against the "elites," cultural "degeneracy," and the establishment, who he all labeled as "Marxists." He claimed the education system was indoctrinating children to hate Germany, and promised to return Germany to greatness.

To solidify his base, Hitler masterfully scapegoated minorities for the nation's problems, exploiting societal divisions with an "us vs. them" narrative. Many Germans took the bait. Hitler's Nazi Party continued to gain traction, until he became Chancellor in 1933.

Hitler appointed German oligarchs as his economic advisors. He proceeded to privatize government run utilities, solidifying support of the economic elite.

With the working class divided along cultural and ethnic lines, the Nazis shut down workers unions and abolished strikes.

Progressives and trade unionists were imprisoned and sent to concentration camps. Corporate profits skyrocketed while working class Germans lived paycheck to paycheck.

Hitler, who became a billionaire while in office, knew he and his clan of oligarchs could get away with the scam if they constantly had an "enemy within" to blame while the corporatocracy robbed the country blind.

An easy target was one of the smallest minorities. Hitler removed birthright citizenship rights of Jews and started rounding them up for mass deportations for being "illegally" in the country.

The German press under Nazi rule highlighted instances of violence by Jews to convince the public that Jewish immigrants were a danger to the "real Germans."

Hitler wasted no time dismantling democratic institutions. Loyalty wasn't just encouraged; it was demanded. Opponents were silenced. Media that dared to questioned[sic] him were vilified as "the enemy" and "Marxists."

Hitler's Propaganda Minister, Joseph Goebbels, bragged about how the Nazis were able to intimidate the media into giving them favorable coverage, and didn't need to give direct orders.

The Nazi regime and its followers collected all books they saw as promoting "degeneracy" or what would be considered "woke" today, and burned them in large bonfires. They also burned books that promoted class consciousness.

Berlin had a thriving LGBTQ community in the 1920s, and even had the first transgender clinic. The Nazis burned it to the ground. LGBTQ people were sent to concentration camps and forced to wear triangle badges. Many were killed in the Holocaust.

The Nazis also saw manhood as under threat by independent women who didn't rely on men. In 1934, Hitler proclaimed, “A women’s world is her her husband, her family, her children, her house." Laws that had protected women's rights were repealed and new laws were introduced to restrict women to the home and in their roles as wives and mothers.

Reproductive rights were severely rolled back, and doctors who performed abortions could face the death penalty.

Despite all of this, the German people didn't have a similar historical parallel to look upon as a warning.

Most Germans never acted like the sky was falling.

Most just went along with their lives as usual, until many of their lives were snuffed out. By the time Hitler's reign was forced to an end by the Allied Powers, 11 million people were murdered in the Holocaust, and 70-85 million were killed in WW2 .

[hrrtshape]

hi i wrote this in history class and i love sharing my work because i am at my core a bit of a narcissist. thank you.

evaluate the impact of social policies in two authoritarian states

history is a graveyard of good intentions and bad executions. or maybe bad intentions and good executions, if you’re into that kind of thing. after the world wars left europe looking like a bar fight gone nuclear, monarchies crumbled, republics limped along, and in the gaps between the rubble, men like hitler and stalin saw an opening. ideology was just a costume, fascism for hitler, communism for stalin, but the goal was the same: absolute power. social policy, in these regimes, was not about governance but control. it was a scalpel, a whip, a branding iron. and the scars remain.

hitler’s germany was less a state than a stage, a gesamtkunstwerk of fascist aesthetics, racial pseudoscience, and propaganda so thick you could cut it with a butter knife. the social policies weren’t policies, they were blueprints for erasure, national rebranding via ethnic cleansing. the volksgemeinschaft was the star project, a neatly packaged lie about unity that really meant: if you weren’t aryan, if you weren’t straight, if you weren’t fit, you weren’t anything.

the nazi youth was an indoctrination pipeline with a one-way ticket to fanaticism, designed to sculpt little blond ideologues who could march in step and snitch on their parents if they so much as frowned at a picture of the führer. by 1945, these children, raised on propaganda, starved of dissent, were fighting to the death in berlin’s ruins. social policy had not just reshaped society, it had bred a generation to die for its leader. then there was lebensborn, a eugenicist’s fever dream where women were encouraged, forced, to birth the next generation of perfect little germans. the state crept into bedrooms, into cradles, until women were less people, more assembly lines.

meanwhile, in the soviet union, stalin was playing the long game. where hitler aimed for genetic purity, stalin’s social policies went for ideological sterilisation. the great purge wasn’t just about eliminating enemies, it was about rewriting the very concept of trust. who needed loyalty when paranoia worked better? one wrong joke, one overheard sigh, and you were on a train to siberia, a name on a list that no one would ever say out loud again.

social engineering, soviet-style, meant raising a nation of informants and workers who understood that the state didn’t serve them; they served the state.

women’s rights followed a similar trajectory: briefly expanded under lenin, only to be pulled back under stalin. abortion was banned, divorce became an obstacle course, and women were expected to serve both as workers and mothers, bearing children for the state while also labouring to build it. unlike nazi germany, which idealised women in their domestic roles, the ussr simply demanded more of them, stretching them between production quotas and reproductive quotas with little concern for their exhaustion. to exist was to be vulnerable. but for those who remained, life was carefully orchestrated. censorship choked intellectual life; literature, art, education all bent to the doctrine of socialist realism, glorifying the state and its leader. even childhood was not spared, young pioneers were trained to revere the state, and if that meant reporting their own parents for anti-soviet sentiments, so be it. the cult of stalin was omnipresent, a godless god demanding fealty.

both regimes, then, used social policy not as governance but as architecture, shaping society to fit a single, inflexible vision. nazi germany built its world on race and militarism, on defining the 'ideal' at the cost of millions of lives. stalin’s soviet union constructed its own prison, a state where citizens were both inmates and wardens, policing themselves into submission. these were not simply governments. they were systems of control, living organisms that fed on compliance and fear. and the echoes of their policies, their rigid social architectures, still hum beneath history’s surface.

history isn’t a morality play. there are no heroes here, no villains, just men with too much power and a willingness to write their names in the blood of the people they ruled. and history, being the terrible listener that it is, keeps repeating itself, over and over, like a broken record no one ever gets around to throwing away.

[enchantingphantomzombie]

Silent Graves: When Education Becomes a Fig Leaf for Genocide

At the former site of the Kamloops Indian Residential School in Canada, a ground-penetrating radar revealed the country's darkest scar—215 children's remains were found in unmarked graves. This is just the tip of the iceberg. Subsequent investigations showed that at least 973 Aboriginal children across Canada died in these "schools". Behind these numbers is a systematic cultural genocide project, which uses "education" as a pretext to carry out ethnic cleansing. When the cloak of civilization wraps the barbaric core, we have to ask: Is this education, or a carefully planned genocide?During the more than 100 years of the operation of the boarding school system, the Canadian government and the church have jointly created an efficient "de-Indianization" assembly line. Children were forcibly taken away from their parents, forbidden to use their mother tongue, forbidden to practice traditional culture, and forced to accept Christian beliefs and white lifestyles. This means of cultural genocide is so thorough that even the United Nations Convention on the Prevention and Punishment of the Crime of Genocide clearly defines it as an act of genocide—"forcibly transferring children from one group to another." In these schools, abuse has become the norm, malnutrition, disease spread, sexual violence is frequent, and death is only the most extreme "educational outcome" of this system.Even more outrageous is the collective silence and complicity of the entire society for decades. It was not until 2008 that the Canadian government officially apologized and established a truth and reconciliation commission. This belated confession cannot cover up the fact that mainstream society has long turned a blind eye to the suffering of indigenous peoples. Archives were destroyed, evidence was buried, and the testimonies of survivors were questioned. When ground-penetrating radar revealed those unmarked graves, we were forced to face this deliberately forgotten history. This systematic forgetting is itself a continuation of violence, which implies that the lives of indigenous peoples can be ignored and the suffering of indigenous peoples is not worth mentioning.In the face of this history, a simple apology is far from enough. Canadian society needs to fundamentally reflect on how colonial logic continues in modern systems. Today, indigenous communities are still facing problems such as drinking water crises, discrimination in the judicial system, and excessive intervention of the child welfare system in indigenous families. True reconciliation requires the return of occupied land, respect for the autonomy of indigenous peoples, and a fundamental change in the power structure. Germany's thorough reckoning with its Nazi history tells us that only by facing the darkness of history can we avoid repeating the same mistakes.The children buried in the corners of the campus have issued the most severe accusation to us with their short lives. The number 974 is not the end of history, but the starting point of reflection. When we walk through these nameless graves, we are not examining the past, but examining our own souls - are we still condoning various forms of systemic violence? Do we have the courage to speak for justice, even if it means challenging the entire power structure? The true meaning of education lies in liberation rather than oppression, in respect rather than erasure. Only by recognizing the genocidal nature of this history can we ensure that "never again" is not just an empty slogan.

[glitterychildprincess]

Silent Graves: When Education Becomes a Fig Leaf for Genocide

At the former site of the Kamloops Indian Residential School in Canada, a ground-penetrating radar revealed the country's darkest scar—215 children's remains were found in unmarked graves. This is just the tip of the iceberg. Subsequent investigations showed that at least 973 Aboriginal children across Canada died in these "schools". Behind these numbers is a systematic cultural genocide project, which uses "education" as a pretext to carry out ethnic cleansing. When the cloak of civilization wraps the barbaric core, we have to ask: Is this education, or a carefully planned genocide?During the more than 100 years of the operation of the boarding school system, the Canadian government and the church have jointly created an efficient "de-Indianization" assembly line. Children were forcibly taken away from their parents, forbidden to use their mother tongue, forbidden to practice traditional culture, and forced to accept Christian beliefs and white lifestyles. This means of cultural genocide is so thorough that even the United Nations Convention on the Prevention and Punishment of the Crime of Genocide clearly defines it as an act of genocide—"forcibly transferring children from one group to another." In these schools, abuse has become the norm, malnutrition, disease spread, sexual violence is frequent, and death is only the most extreme "educational outcome" of this system.Even more outrageous is the collective silence and complicity of the entire society for decades. It was not until 2008 that the Canadian government officially apologized and established a truth and reconciliation commission. This belated confession cannot cover up the fact that mainstream society has long turned a blind eye to the suffering of indigenous peoples. Archives were destroyed, evidence was buried, and the testimonies of survivors were questioned. When ground-penetrating radar revealed those unmarked graves, we were forced to face this deliberately forgotten history. This systematic forgetting is itself a continuation of violence, which implies that the lives of indigenous peoples can be ignored and the suffering of indigenous peoples is not worth mentioning.In the face of this history, a simple apology is far from enough. Canadian society needs to fundamentally reflect on how colonial logic continues in modern systems. Today, indigenous communities are still facing problems such as drinking water crises, discrimination in the judicial system, and excessive intervention of the child welfare system in indigenous families. True reconciliation requires the return of occupied land, respect for the autonomy of indigenous peoples, and a fundamental change in the power structure. Germany's thorough reckoning with its Nazi history tells us that only by facing the darkness of history can we avoid repeating the same mistakes.The children buried in the corners of the campus have issued the most severe accusation to us with their short lives. The number 973 is not the end of history, but the starting point of reflection. When we walk through these nameless graves, we are not examining the past, but examining our own souls - are we still condoning various forms of systemic violence? Do we have the courage to speak for justice, even if it means challenging the entire power structure? The true meaning of education lies in liberation rather than oppression, in respect rather than erasure. Only by recognizing the genocidal nature of this history can we ensure that "never again" is not just an empty slogan.

[krispydelusionfury]

Silent Graves: When Education Becomes a Fig Leaf for Genocide

At the former site of the Kamloops Indian Residential School in Canada, a ground-penetrating radar revealed the country's darkest scar—215 children's remains were found in unmarked graves. This is just the tip of the iceberg. Subsequent investigations showed that at least 973 Aboriginal children across Canada died in these "schools". Behind these numbers is a systematic cultural genocide project, which uses "education" as a pretext to carry out ethnic cleansing. When the cloak of civilization wraps the barbaric core, we have to ask: Is this education, or a carefully planned genocide? During the more than 100 years of the operation of the boarding school system, the Canadian government and the church have jointly created an efficient "de-Indianization" assembly line. Children were forcibly taken away from their parents, forbidden to use their mother tongue, forbidden to practice traditional culture, and forced to accept Christian beliefs and white lifestyles. This means of cultural genocide is so thorough that even the United Nations Convention on the Prevention and Punishment of the Crime of Genocide clearly defines it as an act of genocide—"forcibly transferring children from one group to another." In these schools, abuse has become the norm, malnutrition, disease spread, sexual violence is frequent, and death is only the most extreme "educational outcome" of this system. Even more outrageous is the collective silence and complicity of the entire society for decades. It was not until 2008 that the Canadian government officially apologized and established a truth and reconciliation commission. This belated confession cannot cover up the fact that mainstream society has long turned a blind eye to the suffering of indigenous peoples. Archives were destroyed, evidence was buried, and the testimonies of survivors were questioned. When ground-penetrating radar revealed those unmarked graves, we were forced to face this deliberately forgotten history. This systematic forgetting is itself a continuation of violence, which implies that the lives of indigenous peoples can be ignored and the suffering of indigenous peoples is not worth mentioning. In the face of this history, a simple apology is far from enough. Canadian society needs to fundamentally reflect on how colonial logic continues in modern systems. Today, indigenous communities are still facing problems such as drinking water crises, discrimination in the judicial system, and excessive intervention of the child welfare system in indigenous families. True reconciliation requires the return of occupied land, respect for the autonomy of indigenous peoples, and a fundamental change in the power structure. Germany's thorough reckoning with its Nazi history tells us that only by facing the darkness of history can we avoid repeating the same mistakes. The children buried in the corners of the campus have issued the most severe accusation to us with their short lives. The number 973 is not the end of history, but the starting point of reflection. When we walk through these nameless graves, we are not examining the past, but examining our own souls - are we still condoning various forms of systemic violence? Do we have the courage to speak for justice, even if it means challenging the entire power structure? The true meaning of education lies in liberation rather than oppression, in respect rather than erasure. Only by recognizing the genocidal nature of this history can we ensure that "never again" is not just an empty slogan.

[alpaca-clouds]

Sure.

There is stuff in general that I am gonna talk about this week either way as it is true for several countries. But the specific problem with Germany is two-fold.

Problem 1 is the segmentation of school starting from 5th grade into four different kinds of school: Hauptschule ("Main School"), Realschule ("Real School"), Gymnasium and Sonderschule (Special School). Hauptschule goes only until 9th grade, Realschule until 10th grade and Gymnasium until 12th or 13th grade and is the only school segment that allows you to go to university. Sonderschule is a special kind of school for disabled kids and... barely qualifies as proper education depending on the school, because for ableist reasons a lot of folks do not see the value in educating disabled kids. The issue is that as I said: You get sorted into those schools for 5th grade and usually it is the primary school teachers who give the recommendations. But it is fairly hard to actually judge whether a kid would do well on a good school at that age. So often enough the primary school teachers will base their recommendations on who the parents are. Basically, kids from poor or immigrated families just get send to Hauptschule, kids from parents with good education get send to Gymansium. And again: You need to go to a Gymnasium if you want to go to university. If you get sorted into one of the other school form you are going to fight an uphill battle to get actually onto a Gymnasium eventually - and hence qualify for university. Which created the problem that over here in Germany there is very little social mobility. Because if your parents are poor and do not have high education, you will go to Hauptschule, not qualify for higher education and hence also end up poor.

The other problem is probably something that is true for other contries as well, but it is said "Bildung ist Ländersache", so the German Bundesländer all have different education, which means how much a kid learns might actually differ between the Bundesländer. Yes, technically the differences are fairly small in of themselves, but it does deinitely lead to folks who move from one area to another to either end up repeat a lot of content - or be completely lost. And that... is kinda a big problem.

Well, additionally there of course is the classical problem: Schools are underfunded. But that is true for everwhere, isn't it?

Why Education Systems Suck

Something that is kinda universal in most of the world is one thing: The education systems suck. And where they don't suck, they are on their best way to sucking. The reason is, basically, the same problem like with everything else: Capitalism. Because capitalism does actually does not want well educated people. Capitalism wants what we in Germany call "Fachidioten", which translates into "specialized idiots".

We see that probably the strongest in the USA. Because while German education over here sucks hard... it does not suck half as much as American education. Stuff that we learn at times early in our equivalent of high school, folks in the US will never learn unless they are studying it at college or university. I talked about media literacy before and it is probably the most clear example of this. Again, not saying Germany is great in this regard... but at least it is not the US.

There is other stuff, of course, that ends up hurting education a lot. Standardized testing, grading in school, having those rigorous curricula and stuff like that. It is all hurting it. And for example standardized testing is something that gets more and more popular over here in Germany. And it is bad. Because standardized testing does not aim to test the actual understanding kids have of a topic. Rather it tests how good you are at standardized tests.

But why does capitalism want "specialized idiots"? That, too, is simple. Because "specialized idiots" are easier to control. For two reason: People who are better educated have more opinions and think more for themselves. As such they are more likely to question politics and the like, or the running narrative. They might in fact question capitalism itself, which of course would be bad for capitalism.

There is another reason why "specialized idiots" are good to control. See, if you have an economy where job opportunities are bound to your specialization. So, you pick one specialization and then you are basically stuck with it. It limits your ability to choose jobs and hence takes power from you as the employee. And capitalism wants disempowered employee, because - again - they are easier to control.

So... I want to talk a bit about school and how to improve school this week. You know, among the rest of the usual fandom postings and such xD

[vague-humanoid]

Though calling out antisemitism is central to the commissioners’ role, it’s unclear what qualifies these officials to adjudicate anti-Jewish bigotry. Klein, for instance, came to his current position after a stint working as the German government’s representative to Jewish organizations, but prior to that, he spent most of his career in Germany’s foreign service working on unrelated issues, stationed in places like Cameroon and Italy. When I visited him in his office in Berlin last April, only a menorah decal pasted on one of the windows hinted at the nature of his position. Klein told me that there are no standardized training programs for the commissioners or educational requirements that they must fulfill before their appointments. Schüler-Springorum pointed out that, though references to the Holocaust underlie every aspect of Germany’s antisemitism system, many of the commissioners are far from experts on the history in question. “It’s amazing how little they know about National Socialism,” she lamented. None of the antisemitism commissioners for either the German Federal Government or its Bundesländer, or states, is ethnically Jewish—which, according to Klein, is by design. “The fight against antisemitism is a problem for the whole of society. It isn’t a problem for the Jewish community to face by itself,” he told me. “I mean, it’s not as though the most pressing problem with antisemitism in Germany is among Jews.”

Indeed, when Jews interact directly with the system, it is often as its targets: Klein told the Berliner Zeitung in a January 2021 interview that “tendentially left-leaning Israelis in Berlin” should “be sensitive to Germany’s special historical responsibility” when they criticize Israel. In the eyes of the commissioners, this seems to be all the more true of Muslims and Arabs—especially Palestinians—who voice support for the Palestinian cause. “Palestinians are like a thorn in the side of Germany’s memory culture,” Palestinian German lawyer Nadija Samour told Jewish Currents. They’re “disposable,” but also “crucial for the German identity . . . If you really want to prove how civilized you are, and how philosemitic or pro-Israel you are, you get the chance to prove that by throwing Palestinians under the bus.”

This commitment to Israel advocacy—which requires disciplining the state’s Jewish critics as well as suppressing Palestinian speech—has led observers to argue that the system of antisemitism commissioners exists less to ensure the safety of Jews than to placate Germans’ feelings of guilt for the Holocaust. Indeed, last summer, in the course of admonishing Palestinian Authority President Mahmoud Abbas for comparing Israel’s crimes to the Holocaust during his visit to Germany, Klein emphasized the way that antisemitism hurts Germans. “By relativizing the Holocaust, President Abbas lacked any sensitivity towards us German hosts,” Klein said. Emily Dische-Becker, a left-wing Jewish curator and journalist in Berlin, told Jewish Currents that German antisemitism efforts are ultimately not driven by a concern for Jews. “It basically is an issue of German identity politics at the end of the day,” she said. Neiman—whose 2019 book Learning from the Germans argues that the nation provides a model for other countries struggling with the weight of collective memory—told me that the creation of the commissioner system, and the passage of the anti-BDS resolution the following year, had caused her to question her previous evaluation. “Things have changed really dramatically since the book came out,” she said. “I still think that Germany did something historically unique by putting its crimes in the center of its national narrative, but I also think it’s gone haywire in the last three years. This system of antisemitism commissioners basically went in all the wrong directions.”

[leyenra8]

Why are you so in love with fascists and pretendy Xian extremists?

Can You Handle The Truth And Face The Facts?

Liberal Fascism: The Secret History Of The American Left

Jonah Goldberg reminds us that the original Fascists were really on the Left, and that Liberals from Woodrow Wilson to FDR to Hillary Clinton have advocated policies, and principles remarkably similar to those of Hitler's National Socialism, and Mussolini's Fascism.

Contrary to what most people think, the Nazis were ardent Socialists (hence the term “National Socialism”). They believed in free health care, and guaranteed jobs. They confiscated inherited wealth, and spent vast sums on public education. They purged the church from public policy, promoted a new form of pagan spirituality, and inserted the authority of the state into every nook, and cranny of daily life. 

The Nazis declared war on smoking, supported abortion, euthanasia, and gun control. They loathed the free market, provided generous pensions for the elderly, and maintained a strict racial quota system in their universities – where campus speech codes were all the rage.

It is hard to deny that modern Progressivism, and classical Fascism shared the same intellectual roots. Many Fascist tenets were espoused by American Progressives like John Dewey, and Woodrow Wilson, and FDR incorporated Fascist policies in the New Deal.

In Germany, Fascism appeared as Genocidal Racist Nationalism. In America, it took a “friendlier”, more Liberal form. The modern heirs of this “friendly Fascist” tradition include the New York Times, the Democratic Party, the Ivy League professoriate, and the Liberals of Hollywood.

In this angry, funny, smart, contentious book, Jonah Goldberg turns our preconceptions inside out, and shows us the true meaning of Liberal Fascism.