GLOBALISM. Russleman writes about a newly discovered document from one of the United Nations’ educational programmes, which emphasises the role of the “holocaust” as the moral basis of globalisation and White genocide.

A recently discovered document from “The Holocaust and the United Nations Outreach Programme” highlights the critical role of the “holocaust” myth in shaping a moral foundation for the Western elite’s globalist/neo-liberal world project. The document, which is entitled “The Future of Holocaust Education: The Role of Global Citizenship and Human Rights Literacy”, refers explicitly to tikun olam (Hebrew for “heal/repair the world”), which is a fundamentally anti-White concept that seeks the extermination of the White race as revenge for perceived crimes committed against Jews by National Socialist Germany (even though all Whites must ultimately be destroyed to “heal the world”).

The programme originates from the “Holocaust Remembrance resolution”, which was unanimously adopted by the UN General Assembly in 2005. According to the document, the resolution should be seen as an acknowledgement of the “need to develop a new cosmopolitan memory of the Holocaust that transcends ethnic and national boundaries”, and which stands in contrast to “xenophobia, racism and hate”.

From the document:

Tikun Olam (Repairing the World)

The future of Holocaust memory and education lies in its ability to be relevant to the students of coming generations. While study about the Holocaust is important in and of itself, it is even more important to learn from the Holocaust in terms of promoting global citizenship, human rights, religious tolerance and multiculturalism to ensure that such evil does not occur again.

In many locations worldwide, the Holocaust has become a universal symbol of evil. Just as the story of the Exodus from Egypt from the Bible, and the catch cry “Let my people go” epitomises moving from slavery towards freedom, the Holocaust is now the defining symbol of the most terrible denial of basic human rights – an evil that we struggle to comprehend.

Paradoxically, we can transform teaching about the Holocaust from a subject of despair to a subject of hope. We can convey to our students the message that the option of preventing the next Holocaust is in our own hands. Our students can take specific steps to counter racism and hatred on a local, granular level and this will impact at the universal, international level.

In this way, adolescents can become agents of change. The most important educational message of tikun olam, repairing the world, is that we must not be indifferent, we must not be bystanders, because indifference is lethal. We have to act! We must be agents and facilitators against the evils of discrimination, prejudice, hatred and violence. All teachers need to equip their students with the intellectual and practical tools to deal with complex historical situations.

Thus Holocaust Education should be constructed in such a way that the world can counter hatred – whether based on race, ethnic background, colour, gender or religion.

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