Second & Third Set (Everyone has to answer this questions in the comment section)
1. What role did the international community play during the genocide?
2. Does the international community have the responsibility of assisting countries threatened by genocide?
3. How can students get involved and make their voices heard against genocide? (For suggestions, visit www.ushmm.org/conscience/alert/students/)
4. Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened?
5. When someone needs help, do bystanders have the responsibility to offer assistance? What do bystanders risk when they intervene and when they do not get involved?
First & Fourth Set (Questions are assigned with your name at the end of each question)
1. What did Damas Gisimba, Carl Wilkens, and Simon Weil Lipman value, and what risks did they take by holding onto their values? (Fabiola)
2. What values did the children of the orphanage demonstrate? (Martha)
3. As events unfolded, what were Damas Gisimba's concerns? (Edgar)
4. What does it mean - as both Simone Weil Lipman and Damas Gisimba state - to "see the other as yourself?" (Carolina)
5. What is "hatred?" When is it dangerous? (Liliana)
6. What are examples of different forms of hatred in the global community? (Fabiola)
7. Can hatred be banished? (Martha)
8. What would it take to banish hatred? (Carolina)
9. Whose responsibility is it to work to end hatred or to respond when hatred provokes violence? (Liliana)
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Second and Third Set
ReplyDeleteTo the first question I must say that the international community, for what I understand from the videos, took little or no place during the genocide, because if it had taken place in the genocide, people would have been a little bit more protected, specially children that were suffering from the genocide.
To the second question, I think that the international community does have responsibility for helping, but not the whole responsibility for what it is happening. I think the international community should help those people who are suffering in a way that children don’t suffer or don’t have to see those kinds of things.
For students to get involved and make their voices heard against genocide, they can join the community conscience, they can also find out more about places at risk of genocide or related crimes against humanity, they can contact the media (2008 Genocide Prevention Op-Ed Writing Contest), communicate with decision makers about the need to provide humanitarian assistance, protect civilians, stop the violence, and promote solutions to the crises; or even get engaged in our community.
Well not really, but I have seen in the T.V. that when people are in need of assistance and a bystander takes the responsibility of that incident, they are really giving it all to that person, because they know they are in need of help and they are watching for it and taking care of him/her until someone specialized in what is happening can come and help in a more specialized way. And When I see it this way, I started to think that, for example, when one of my uncles had an accident in the freeway, a man stopped and tried to help him. This man also called the ambulance and even called us from by uncle’s phone and told us he had been on the accident, but that he was going to take care of him until the ambulance was there. And even when he was in the hospital, this man went and visited him, which means that he cared for the life of a third person. And even he was not his responsibility he cared for him and helped him.
Let me tell you, that not always a bystander is going to offer their assistance, because not all of us have that need to help other. Some may say “He is not my responsibility, why should I care for him” or anything related. But let me tell you, we are all human, and we are always going to be in need for the others, and if we don’t start helping, maybe someone will never help us. And when we, as a bystander, intervene in anything like this, he is risking nothing because he is just giving help, maybe what he is risking is time, but it will somehow be paid back. And if a bystander doesn’t get involved, well he is not risking anything, but he is risking a lot of people that will someday help him, and maybe doesn’t help him because of what he is done in the past.
First & Fourth Set
The values that the kids from the orphanage demonstrated where most of unity and the care for each other, because they were not going to let other people tear them apart from the “family” they have formed. They also demonstrated a lot of courage and perseverance to the situation they were going through. And another value that can be mention is that one of companionship with all of the other children, because when they were told to be separated, they didn’t want to because they thought of themselves as a whole equal group.
I don’t think hatred can be banished because with time, those things that you hate the most can become more and more hateful, and for some philosophers, hate is incurable by time, and for others, it is more of an attitude or disposition than an emotional state.
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ReplyDeleteI liked the answers Martha gave. I think she gives a very well explanation about the questions and I liked as well, the example she mentioned about one of her uncles I totally agree with her I mean once you as a bystander start to help responsability is part of you and is not an obligation but you accepted to take a risk and start helping so once you are trying to help I think you have big responsability. But sometimes if you don't know what to do, though you want to help is better not to.
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