Michnik Attacked: The Polish Culture War Escalates

Adam Michnik speaking in Berlin, Germany, Feb. 15, 2012 © Stephan Röhl | Flickr

Late Saturday night, I received an urgent email from Tomek Kitlinski “Bad, disturbing, but important news again,” followed by a brief description of a recent event in Poland and his extended thoughts about its meaning. Here, his report and reflections. -Jeff

February 23, 2013, a lecture by Adam Michnik, the foremost dissident against Communism, author, editor-in-chief of Poland’s leading broadsheet Gazeta Wyborcza and regular contributor to The New York Review of Books, was disrupted by a group of Polish ultranationalists. Michnik is Eastern Europe’s most outstanding public intellectual whose books, articles, and, before 1989, writings from prison have shaped the thinking and acting for freedom in our region. Esprit, erudition and engagement in pro-democracy struggle make him an exceptional social philosopher and activist. As Gazeta reported, on Saturday in the city of Radom a group of young people in balaclavas and masks attempted to disrupt Michnik’s talk and chanted “National Radom! National Radom!” A scuffle erupted. The far-right All Polish Youth militiamen were shouting during the lecture.

The disruption of the Michnik lecture follows a pattern of aggression in Poland and among its neighbors. Poland, Hungary, Bulgaria and Russia are gripped by culture wars, as I have explored here. The Polish cultural war is ongoing.

Recently at the University of Warsaw, neo-Nazis threatened a lecture by the feminist philosopher Magdalena Sroda. Ten years ago in Lublin, while Professor Maria Szyszkowska and I were giving speeches about the lesbian and gay visibility campaign Let Us Be Seen, a pack of skinheads marched in and out of the hall, stamping their boots loudly in an effort to distract us. This pattern of disturbing university events could not be more dangerous. Michnik this week is, once again, a focal point of repressive anger.

While ultranationalists hate Adam Michnik for his message of inclusive democracy and they also loathe feminists, LGBT and poetry, Michnik often goes back to his inspiration and friend, the Nobel Prize winning poet, Czeslaw Milosz, who was the object of nationalist outrage over . . .

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A Polish Cultural War: The Battle over the History and Education

Historia Logo | ehistoria.org.pl

In my last post, concerning the inadequacies of the debate around the Jedwabne atrocities, I highlighted the distance between the informed debate and the broad understanding of the population at large, especially people far from the major cities, uninvolved in and not comprehending elite cultural debates. I pointed out that the popular distrust of official rhetoric which made a great deal of sense during the Communist period was now being applied to the important discussion about the painful past, making the debate for much of the population counterproductive. The consequences of this are becoming tragically evident now in a cultural war, spreading like wild fire across Poland, a cultural war about educational reform.

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Educational reform in Poland has been ongoing since 1999 – each of its stages stirring controversies of a different sort. The most recent protests could be labeled as the “Occupy” stage. The protests have been coalescing around some supposedly minor changes in school curriculum that aim to integrate middle school and high school programs and also allow students to choose, for the first time, a subject track in high school.

The core reason for these protests is a new way of offering and teaching history, in particular the introduction of the new “History and Society” course for students in the science track. This course will encompass overarching topics that the teacher will be able to develop together with students. Among the list of recommended topics provided by the Ministry of Education are the following: “Europe And The World,” “War and Military Systems,” “Woman, Man, Family,” and “Motherland’s Pantheon And Motherland’s Disputes.”

Proponents of the reform believe that it succeeds in finding solutions to two major problems: first, the new curriculum provides much better continuity between middle and high school, allowing students to cover a greater swath of history. Middle school students and first year high school students will follow a unified World and Polish history curriculum, after which they get to choose their track. Second, science track students will be able to build upon the history knowledge they acquired in earlier grades, but now they will learn to . . .

Read more: A Polish Cultural War: The Battle over the History and Education