It Takes More Courage to Love Than to Hate

On the Day of Remembrance for the Victims of National Socialism
27th January 2026

“It takes more courage to love than to hate.” This sentence, taken from the Berlin exhibition “Believing in a Future. Jewish Biographies in the Parliamentary Founding Generation after 1945. A Documentary Approach”, was spoken by Jeannette Wolff, a Jewish Holocaust survivor and one of the first members of the German Bundestag.

The Executive Board of our Study Group on Intergenerational Consequences of the Holocaust (formerly PAKH – Psychotherapeutic Working Group for Those Affected by the Holocaust) was invited to the exhibition opening at the German Bundestag on 27 January 2026, the “Day of Remembrance for the Victims of National Socialism”. The board was represented by Peter Pogany-Wnendt.

Jeannette Wolff’s words are as moving as they are timely. Social and political discourse in Germany, as well as political action worldwide, reveal a growing lack of dialogue, empathy, and respect for human dignity. Antisemitism, anti-Romani racism, hostility toward Muslims, and other forms of group-based hatred are increasingly expressed openly and without shame. Where, in all of this, is the courage to love?

Precisely the remembrance of the victims of Nazi terror should remind us not only to invoke humanity and human rights, but to live by them. “Without love, humanity could not survive a single day,” warned the psychoanalyst Erich Fromm decades ago.

Continue reading “It Takes More Courage to Love Than to Hate”

Re/Connecting emotions and impacts on teachingAn autoethnography of a missing national socialist family narrative

by PAKH-member Anne Wihstutz, in: Ethnography and Education, October, 7th, 2025

ABSTRACT
This paper elaborates on the particular relationship between emotion, memory and teaching in Higher Education in post-Nazi Germany. Emotions as social patterns connect the individual with the social. They play a crucial role in collective and individual memories. The author discloses in her autoethnography how she is reconnecting emotionally to a missing National Socialist family narrative, discussing the impacts of this reflective writing process on her teaching and memory work in early childhood teacher education. The autoethnographic approach provides insights into workings of emotional experiences which are otherwise difficult to grasp, like speechlessness. Challenges and opportunities of autoethnography are discussed regarding education’s aim to enable a transformation of self and world relations. The paper argues for the adoption of a global and comprehensive approach in memory work and education against moralising and formulaic, identity-related practices.

>> go to article