April 13th, 2013
02:38 PM ET
Editor's note: Stephen Prothero, a Boston University religion scholar and author of "The American Bible: How Our Words Unite, Divide, and Define a Nation," is a regular CNN Belief Blog contributor.
By Stephen Prothero, Special to CNN
(CNN) - School officials in Albany, New York, are racing to control the damage after a teacher at Albany High School gave students a persuasive writing assignment that challenged them to defend the proposition that “Jews are evil.”
After studying Nazi propaganda and rhetoric, sophomores in three English classes were instructed to imagine that their teacher was “a member of the government in Nazi Germany” and to prove that that they were “loyal to the Nazis.”
But this unidentified teacher is now caught up in a propaganda swirl of his or her own.
Albany Superintendent Marguerite Vanden Wyngaard, at a Friday press conference at which she was flanked by members of the Anti-Defamation League and Jewish Federation of New York, apologized and promised disciplinary action.
One student, Emily Karandy, told The Times Union of Albany that she kept putting off the assignment “because I didn’t want to think about it” and she felt “horrible” when she turned it in.
New York City Councilman David Greenfield has called for the resignation of the teacher, who has been placed on leave.
"The teacher responsible for coming up with and assigning students with this task must be held accountable for attempting to indoctrinate children with anti-Semitic beliefs," Greenfield said in a statement. "Quite obviously, this teacher lacks the judgment and common sense necessary to have a position of such great responsibility and is clearly not fit to return to the classroom."
"You asked a child to support the notion that the Holocaust was justified, that's my struggle," said Vanden Wyngaard. "It's an illogical leap for a student to make."
I think it’s Greenfield who is lacking in common sense here. And it's the superintendent who is being illogical.
I suppose it is possible that the teacher is a closet Nazi attempting to reconstruct the Third Reich in Albany. But isn’t it more likely that he or she is trying to teach students about the dangers of propaganda and the horrors of the Holocaust?
Consider the student who felt “horrible” about doing this assignment. Is that really a bad thing? How are high school students today supposed to feel about Nazism and the Holocaust?
Apparently, what they are supposed to feel (and think) is nothing, because the lesson high school teachers are going to take away from this fiasco is to avoid this topic at all costs, lest they risk losing their jobs.
When I was an assistant professor at Georgia State University in Atlanta, I used to teach Nazi theology. My students read sermons by Nazi theologians arguing that Jews were evil and were responsible for killing Jesus. They also read a book called “Theologians Under Hitler” by Robert P. Erickson, who tried to explain how and why Christian thinkers could come to believe that exterminating Jews was somehow Christ-like.
I am not a Nazi. I was not teaching Nazi theology as the truth. I was teaching it as propaganda, just like this Albany High School teacher was doing. My purpose was not to make my students sympathetic to Nazism. My purpose was to unsettle them. And to teach them something along the way.
I had two goals when teaching this material.
First, I wanted my students to realize that smart Christians with doctoral degrees supported the Holocaust. Second, I wanted them to grapple with the implications of this fact on their own religious commitments. Do Christians today have any responsibility to know this history and to try to make sure it doesn’t happen again? If so, how can they exercise that responsibility without coming to understand the contours of Nazi thought?
But instead of grappling with these questions, my students almost universally tried to side-step them. The Nazis were not Christians, they told me confidently, because Christians would never kill Jews just for being Jews. Case closed. Time to move on to more comfortable topics.
What I witnessed in Atlanta, and what we are seeing today in Albany, is a failure of imagination. My students were so locked into their current circumstances that they couldn’t imagine things being different in a different place and time.
For them, to believe that Christians could condone the Holocaust was (to quote from the Albany superintendent) an “illogical leap.” But Christians did condone the Holocaust. How can students learn that without digging into the primary materials? And how better to wrestle with those primary materials than by constructing a persuasive essay built upon them?
If I were teaching at Albany High School I might have worded this assignment a little differently. But it's a terrific assignment, and one that should be used at more high schools across the country. To far too many American youth, the Holocaust is an echo of an echo. Assignments like this bring it alive in all its horrors.
But students aren't the only victims of the failure of imagination we are now witnessing among Albany school officials and Jewish leaders. The teacher is a victim, too. And so are public school teachers across the country who are being told via this fiasco not to be creative as teachers, not to challenge their students to think in new ways.
If this teacher is fired, I will invite him or her to Boston University, where I now teach, to explain what he or she was trying to accomplish in challenging students with this assignment. And I will give the same assignment to my college students. I think it will do them some good.
The opinions expressed in this commentary are solely those of Stephen Prothero.
About this blog
The CNN Belief Blog covers the faith angles of the day's biggest stories, from breaking news to politics to entertainment, fostering a global conversation about the role of religion and belief in readers' lives. It's edited by CNN's Daniel Burke and Eric Marrapodi with daily contributions from CNN's worldwide newsgathering team and frequent posts from religion scholar and author Stephen Prothero.