Jewish Nazism in Public Schools

It's not just in Gaza!
by Joachim Martillo (ThorsProvoni@aol.com)

Elissa Gootman reports today in her New York Times article entitled State Weighs Approval of School Dedicated to Hebrew:

Two years after a wave of protests over New York City’s first public school dedicated to the Arabic culture, state education officials are expected to consider greenlighting a Hebrew language charter school in Brooklyn.

I have covered this story before in Charter for Education or Indoctrination?.

According to the article:

The application states that students will receive daily, hourlong Hebrew lessons, and that Hebrew will be woven into some art, music and gym classes — with children learning the Israeli folk dance Mayim in gym, for example. In addition, the social studies curriculum will include lessons on “Hebrew culture and history in the context of both American and world history,” according to the application.

“The H.L.A. planning team understands fully that no instructor or staff member can in any way encourage or discourage religious devotion in any way on school premises,” the application states. “We also understand that the full study and exploration of any language necessarily includes references to the rich cultural heritage inextricably tied to that language, including elements touching on religion.”

In addition according to Gootman:

Though [lead applicant] Ms. Berman [who is the daughter of Jewish Zionist political economic oligarch Michael Steinhardt] declined to be interviewed for this article, she said last year, when the application was first submitted, “I hope that we’re very clear that this is not a Jewish school,” adding, “There will be in no way any religious devotion at this school.”

The article then compares the proposed Hebrew language school with other public charter schools with an ethnic, cultural, bilingual, or (classical) civilizational focus and mentions that the "concept [of a national network of Hebrew language charter schools] is attracting attention from sociologists, educators and community leaders focused on strengthening Jewish identity and culture."

Such an explicit or implicit goal for a public charter school would be completely inappropriate because the aim of US public schools should be strengthening American identity and culture, and the application has been carefully crafted to avoid the implication of such intent.

Yet Berman and Steinhardt betray themselves, for Gootman states:

According to the application, the history of Jewish communities around the world will account for, at most, 20 minutes of class time a week, while the study of modern Hebrew will provide “both motivation and link to the culture and physical land of Israel as well as to the very special archaeological treasures and historical legacy that land represents.”

If this brief introduction to the history of Jewish communities focuses on the commonly believed but demonstrably false pogrom and persecution narrative, it will create a sense of Jewish victimhood, ethical superiority, and consequential entitlement. It would be analogous to a sort of Geman Nazi history that often focused on German historical victimhood, ethical-philosophical superiority, and consequential entitlement.

Obviously, an honest German or Jewish historical curriculum would include careful study of the crimes that resulted from German or Jewish politics like

• the Holocaust,
• the Soviet mass murders, ethnic cleansings, and genocides, whose planners almost invariably came from the ranks of Jewish Soviets, who predominated in the upper levels of the Soviet Communist Party from 1917 through 1950, and
• the Zionist theft of Palestine with concomitant and ongoing genocide of the native Palestinian population.

Claiming that "modern Hebrew will provide 'both motivation and link to the culture and physical land of Israel as well as to the very special archaeological treasures and historical legacy that land represents'" is barely concealed Zionist ideology.

It is perfectly possible to construct a non-Zionist Hebrew-language curriculum.

Secular Hebrew literature falls into three categories:

• a subset of Spanish Hebrew poetic, fictional, and non-fictional works from pre-Expusion Spain with offshoots in renaissance Italy and some Arabophone Jewish communities,
• non- and anti-Zionist Haskalah (Eastern European Jewish Enlightenment) literature of the 19th century, and
• intrinsically Zionist Mandatory and Israeli literature.

A non-Zionist non-religious Hebrew-language curriculum would address all three types of secular Hebrew literature and analyze the different social-cultural-political consciousness associated with each literature type.

It would be most important to discuss the fabrication of the concept of the Jewish people in parallel with the construction of the language now called Modern Israeli Hebrew. מתי ואיך הומצא העם היהודי? by Shlomo Sand discusses the issue in detail.

When the charter school application uses terminology like "link to the culture and physical land of Israel," it's implicit goal of Zionist indoctrination becomes undeniable.

"Land of Israel" is Jewish religious term appropriated by Zionists in order to convince the Eastern European Yiddish-speaking Jews that they had an ancestral connection to Palestine even though their only link was mythological.

A more neutral terminology would refer to the role that Modern Israeli Hebrew plays when Israeli Jews imagine their connection to the historical territory of Palestine. [Note that traditionally Jewish discourse in Yiddish, non-Israeli Hebrew, and other languages has generally referred to the territory under the control of the Israeli government as Palestine in secular contexts.]

Identification of the link to "the very special archaeological treasures and historical legacy that land represents" shows clearly the Jewish Nazi mentality of the application, for it is essentialist and primordialist in the exact way German Nazism was essentialist and primordialist.

The archeological treasures and historical legacy, to which the application refers, were most probably created by the ancestors of the modern Palestinian population and certainly not by the ancestors of (formerly) Yiddish-speaking Jewish populations, whose Israeli Jewish descendants have simply been stealing the Palestinian archeological heritage like the Dead Scrolls.

In short, the proposed Hebrew-language charter school is problematic because it looks like a carefully crafted attempt to obtain state funding for Jewish Nazi ideological indoctrination.

Jews (even many self-avowed Jewish anti-Zionists)

• often become indignant,
• claim Jews could not possibly be Nazis, and
• fling accusations of anti-Semitism

when anyone points out that German Nazism and Zionism are for all intents and purposes practically identical when the obvious substitutions are made.

To believe that Jews of all ethnic groups could not possibly be Nazis or develop their own form of Nazi ideology is simply an assertion of Jewish racial or ethnic supremacism associated with the idea of Jewish ethical or spiritual superiority.

After two weeks of Zionist slaughter of Palestinian children in Gaza, Jewish offense at the equation of Zionism and German Nazism (with the obvious substitutions of ethnic group) has revealed itself as pure ethno-narcissistic chutzpah that no rational person can take seriously.

In point of fact, Jews fully partook of the intellectual milieu in which German Nazism developed, and many Jews must be counted as ideological founders of German or other forms of Nazism in Central and Eastern Europe. The extremely important early Zionist leader Max Nordau was intellectually at least as influential on German Nazis as he was on Zionists.

The fundamental ideological components shared by Zionism and German Nazism are: politicized ethnic fundamentalism, extremist organic nationalism, social Darwinism, biological determinism, essentialism, primordialism, perverted eugenic theory, opposition to race mixing for causing ethnic degeneration, and the corresponding belief in national revival through racial purity.

This ideological crap does not belong in any public school system.

If I put together the curriculum, the Hebrew-language charter school would be a valuable addition to the US educational system, and eventually a good number of Arab and Muslim students might attend, but somehow I doubt that Michael Steinhardt or Sara Berman would have any interest in a high quality Hebrew-language charter school that taught subjects in a manner consistent with American values and principles.
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