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Lessons of history are often referred to in public discourse, but seldom in scholarly discussions. This book seeks to change this by introducing an innovative analytical model of historical lessons, starting from the basic three-fold perspective that everyone simultaneously is history, shares history, and makes history. Not all history, however, is useful for extracting lessons. Here, what are called borderline historical events, which demonstrate both time-specific and time-transcending qualities, are suggested as useful didactic material. Scholarly works on the Holocaust and Soviet terror,...

Historical lessons are useful or even necessary for our guidance and orientation in time. These lessons, however, have often been overlooked in historical reflections on watershed moments, such as genocides, treaties, and global movements. Focusing on how cataclysmic events, primarily within Central and Eastern Europe, have been transmitted across borders and generations, this volume interrogates how the theory of historical lessons has evolved, ultimately providing a useful framework for understanding contemporary conflicts and issues. Spanning topics from the mediation of history within...

The collective work deals with the problems of if, how, and why the histories of German Nazism and Soviet Communism should and could be situated within one coherent narrative. As historical phenomena, can Communism and Nazism fruitfully be compared to each other? Do they belong to the same historical contexts? Have they influenced, reacted to or learned from each other? Are they interpreted, represented and used together by posterity? The background of the book is twofold. One is external. There is an ongoing debate about the historical entanglements of Communism and Nazism, especially about...