But such official commemoration, however benign its motives, does not enhance our appreciation and awareness of the past. It serves as a substitute, a surrogate. Instead of teaching children recent history, we walk them through museums and memorials. Worse still, we encourage citizens and students to see the past—and its lessons—through the particular vector of their own suffering (or that of their ancestors). Today, the “common” interpretation of the recent past is thus composed of the manifold fragments of separate pasts, each of them (Jewish, Polish, Serb, Armenian, German, Asian-American, Palestinian, Irish, homosexual . . . ) marked by its own distinctive and assertive victimhood.
The resulting mosaic does not bind us to a shared past, it separates us from it.