Archive for May, 2008

The Rape of Europa : Movie Review

Posted by jkorentayer on May 11 2008 | Uncategorized

I discoverd this afternoon that I have possessed an average, and fairly naive understanding of the history of war, as being simply the battle over land, resources, and borders.  While there is a grain of truth to this, the documentary film The Rape of Europa very powerfully opened my eyes to a dimension of WWII that I was virtually clueless about.  The film is based on the books The Rape of Europa: The Fate of Europe’s Treasures in the Third Reich and the Second World War by  Lynn H. Nicholas and Rescuing Da Vinci: Hitler and the Nazis Stole Europe’s Great Art – America and Her Allies Recovered It by Robert M. Edsel.

The film is a re-telling of the history of WWII in terms of the systematic theft and/or destruction of art and cultural artifacts that the Nazi’s engaged in.  In fact, the Nazi’s had been visiting museums and galleries throughout Europe in the years preceding WWII in order to catalogue the locations of all the art pieces that they planned to capture for themselves (For Hitler’s private collection as well as the state’s).  These targets were actually a large factor in determining when and where the Nazis struck in their drive through Europe, one city and country after another.

There are many dimensions of meaning packed into this film, and I would like to offer a few of my observations from a Heilkunst perspective.  It is clear to me now that these activities were based fundamentally on an assault of, and theft of the generative power of these nations and cultures.  The title of the film, itself, references “rape” as the driving force of the war – a term directly referencing an assault on the generative power. What was portrayed in many instances in this film, was the incredible efforts of a people to hide and protect their works of art, often at the risk of life and limb.  France, for example, anticipating the Nazi attack, completely emptied the Louvre in Paris, and hid all the artworks in various castles in remote regions of the French countryside.  Under distress of invasion, an organism or nation will organize itself to protect that which is most valuable (More or less noble organs).  The collective (Ontic) identification with an art collection is a function of the nation-soul or nation-spirit, and drove many to incredibly heroic acts.  In the rescue operations at the end of WWII, the search for and recovery of these art pieces which were referred to as “refugees” – a reference again equating the life- soul- and spirit- containing capacity of art.  Other aspects of the film portrayed the “civilian” nature of art and heritage buildings, in the sense of the generally accepted conventions of war proscribing their direct attack, and how this was sometimes used as a tactical measure, much like a hostage-taking.

There was a scene early in the film which illustrated Hitler’s desire for a purified cultural and artistic milieu – by simultaneously stealing those works of art which fit the Nazi ideals, while purging entire cultures (both people and artifacts) which did not.  I found it interesting that Modern Art was purged, as it was considered to be degenerate due to its perversion of the artist’s ability to perceive and portray nature exactly.  This was (unconsciously) a gesture to destroy the emerging cultural consciousness of the supersensible realities behind nature (our inner world), which is the new subject matter of Modern art (or “art after nature”).  The importance of Art and its history is that it embodies the history of evolution of consciousness – and an erasing of history is one of the most powerful acts in attempting to control people (as illustrated beautifully in Orwell’s 1984).  The purging of Modern Art was an unconscious tactic of the Nazis to block the evolution of consciousness from attaining the emerging capacity for supersensible perception and cognition.

The official web site for the film contains a number of video clips, and still photos from the film, and interviews with the writer and director.

no comments for now

My after-dinner speech for Jordan’s Bar Mitzvah

Posted by jkorentayer on May 11 2008 | Personal

I’ve always wondered why the Bar Mitzvah was set at age 13.  It seems arbitrary, doesn’t it?  In our modern world, for example, getting a driver’s license is not allowed until age 16, or voting is only possible after age 18.

But why age 13 for a Bar Mitzvah?  Aside from being capable of mastering video games, what qualities does a 13 year old boy have that would make you consider him to be capable of adult responsibility?

Well – over the past year with Jordan, I’ve watched the answer to this question unfold right before my eyes.  It started back in September – the first week of grade 7, when we attended a parent meeting to review the curriculum for the upcoming year.  In the Waldorf system of education, the curriculum is designed to match the current stage of development of the child, and to support the intellectual and emotional stages that the child is naturally passing through. 

So, the grade 7 curriculum is built on the historical period in Europe of the Renaissance – the time of  tremendous upheaval in the arts, sciences, culture, and politics, which is most famously represented by the life of Leonardo da Vinci.  It is easiest to see in terms of the artists of the time, how “perspective” became a new aspect of representational art.

“Perspective”, is also what suddenly burst onto the scene with Jordan during the first week of school.  He came home one day, and told us that he’d suddenly been thinking about a lot of things that he had never thought about ever before.

·        What does my future hold for me?Where will I go to High School? Will I go to University or College? What will I study? What kind of career will I have?

·        What will I do with my life? Will I have a family? How will I know how to make all these decisions?

This may not seem like a big deal, unless you consider the fact that if you had asked him about these kinds of things only a couple of months earlier, that he would have refused to discuss anything about these subjects, and said “how am I supposed to know? I’m just a kid.”

And since then, over the past year, this new tone of maturity and perspective has become a permanent fixture in Jordan’s character. (But Don’t worry – he still plays video games every chance he gets.)

Another significant fact about the Grade 7 curriculum in Waldorf, is that the amount of homework increases exponentially, as the students are now at a stage when they can handle it.  Watching Jordan learn how to manage himself with this new workload, AT THE SAME TIME as taking on the intensive study for his Bar Mitzvah, makes me think that Leonardo da Vinci may have been thinking of Jordan when he wrote these words:

“The depth and strength of a human character are defined by its moral reserves. People reveal themselves completely only when they are thrown out of the customary conditions of their life, for only then do they have to fall back on their reserves.”

I want to thank you, Jordan, for teaching me this year that picking age 13 as the point of “coming of age” was not arbitrary.

MAZEL TOV, jordan

no comments for now