Finding clues for peace, tolerance and democracy

Kassel/Marburg (dpa/lhe) – Foreign forced laborers and prisoners of war, concentration camp inmates, civilians and German soldiers: Around 290 people are buried at the Ludwigstein war cemetery in Witzenhausen (Werra-Meißner district) in northern Hesse. They are people of different ages and sexes, from different countries, with different political and religious beliefs. They all died during or shortly after World War II. The German War Graves Commission would like to make students aware of their lives and their future.

“War graves and memorial sites are used as places of learning,” says Maike Bartsch. The historian, who holds a doctorate, is the regional representative of the Volksbund Hesse-North. The Volksbund is known for its commitment to the preservation and care of war cemetery sites. In addition, the non-profit organization wants to reach young people through peace education work.

“Our offers are aimed at young people at home and abroad,” explained Bartsch. These included work camps, meeting and educational centers as well as projects at home and abroad. aim to express the value of human rights, democracy and peace and to deal with terrorism, nationalism and racism.

History can repeat itself

The way to get there is to deal with historical subjects. “We want to make it clear to young people that these subjects have something to do with their lives. That the Story That hasn’t ended and we can’t say: ‘The world wars were a long time ago and we’re not interested in that anymore because our grandparents’ generation wasn’t even involved anymore’.”

Instead, young people should be taught that history can repeat itself if people don’t learn from it. “Anti-Semitism in the Third Reich has similarities to anti-Semitism today. Those republican slogans that the students know from today are anchored in the way they lived at that time.”

The Volksbund would like to achieve this, among other things, with an interactive geocaching game. During “History Caching”, young people in small groups look for hidden objects from the context of the Second World War on the grounds of Ludwigstein Castle. “These include a bracelet from a concentration camp prisoner, a dinner set from a labor camp and a belt buckle with a Wehrmacht logo,” explained Bartsch. In addition, the students would get personal information about the biographies of some of the people who were buried at the Ludwigstein war cemetery. Once they are there, their lives are discussed. “By reporting their individual experiences, the youth can better understand and identify with their situation,” Bartsch said.

A narrow political concept as an obstacle

Susann Gessner from Philipps University in Marburg also sees political education for young people as the key to understanding the world. The professor of political education didactics does not see the general accusation that young people do not show much interest in political events confirmed. “I believe that young people are particularly interested in getting involved in the social and political world,” she said.

However, an obstacle to political education in a school context is a very narrow concept of politics, which is largely equated with institutions and everyday political affairs. “This promotes static understanding,” Gessner explained. “Then it is difficult to get to politics that has something to do with your own personality, your own interests and your views regarding the society in which you live.”

Sometimes extracurricular offerings like those offered by the Volksbund or memorial sites and initiatives could approach political education in a different way. They are free from curricular requirements and can choose more open, unconventional approaches. “They can open up a completely different level for young people to engage with the world and the society they live in,” explained Gessner. “Within the framework of projects like this, young people can expand their ideas about politics in a place without judgment and pressure.”

Creating personal meaning

It is important – both in school and outside of school – to give young people the opportunity to have educational processes that suit them not only in terms of school and upcoming exams, but also for them personally dealing with the social aspect.” opportunity for intercultural exchange to open other perspectives.

“The potential for similar offers is to enhance young people’s understanding of the world and give them the opportunity to experience self-efficacy.” Historical-political subjects in particular could be a door-opener to a better understanding of current processes and situations. “In general, you can only adequately understand current events and social situations if you also take into account what they have taken into account,” says Gessner.

Dealing with historical and political topics can tell young people that the world is not static, but that it is in a process of social development and change and that things can improve for the better too. “When young people have this knowledge, they can combine it with their own opportunities for self-development opportunities.”

Reduce rigid worldviews

The historical method opens up the view that wars, conflict and social upheaval are universal problems. It is important that young people know that these topics are not only relevant to them, but also to other people. “It is then possible to make comments about their views on certain phenomena. And only then will these become resolved.” This could make the hard scenes of the world more fluid or dynamic.

In addition, political education always has a general education requirement. “It’s about letting young people think for themselves politically and telling them that in a democracy you can always have a creative influence and that you have the ability to do that too.”