The Pedagogical Potential of the Late Prosecution of Nazi Crimes, Or: When in Doubt, Embrace the Doubt

When the question arises as to the sense and purpose of prosecuting Nazi crimes so long after they were committed, one issue in particular is brought up time and again: the pedagogical function of the resulting trials. Given the frailty and advanced age of the defendants, the present article expresses doubt as to the potential of said trials to yield direct pedagogical benefits in the form of a tangible democratising effect. This critical perspective does not call the proceedings themselves into question—on the contrary, it is argued that they can serve as a valuable springboard for much more profound engagement in pedagogical practice. Not only would this enable a thorough and comprehensive reflection on the Nazi period and its atrocities, as well as post-war German history—the doubts, questions, and feelings of ambivalence that may arise with regard to the last Nazi trialsNazi trials could be consciously addressed and turned into a productive starting point for further discussions.