I am not saying that gas chambers did not exist. I did not see them myself. I haven't studied the questions specially. But I believe it is a minor point in the history of the Second World War.
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Controversial statement on the Holocaust (13 September 1987), in which he referred to the Nazi gas chambers as a "minor point" [point de detail] in the history of the Second World War, as quoted in Annals of the American Academy of Political and Social Science (1993)Jean-Marie Le Pen
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I have said, and I repeat, at the risk of appearing sacrilegious, that the gas chambers are a detail of the history of the Second World War. … If you take a book of a thousand pages on the Second World War, in which 50 million people died, the concentration camps occupy two pages and the gas chambers ten or 15 lines, and that's what's called a detail.
Jean-Marie Le Pen
Suppose all of the syllabi and curricula and textbooks in the schools disappeared. Suppose all of the standardized tests — city-wide, state-wide, and national — were lost. In other words, suppose that the most common material impeding innovation in the schools simply did not exist. Then suppose that you decided to turn this "catastrophe" into an opportunity to increase the relevance of schools. What would you do? We have a possibility for you to consider: suppose that you decide to have the entire "curriculum" consist of questions. These questions would have to be worth seeking answers to not only from your point of view but, more importantly, from the point of view of the students. In order to get still closer to reality, add the requirement that the questions must help the students to develop and internalize concepts that will help them to survive in the rapidly changing world of the present and future. ...What questions would you have on your list? Take a pencil and list your questions...
Neil Postman
There was another major phase of split-brain research where we studied the patients as a way of getting at the other questions very much alive in neuroscience, everything from questions about visual midline overlap to spatial attention and resource allocations. At this point the split-brain patients provided a way of examining cortical-subcortical relationships, and other matters.
Michael Gazzaniga
If thought exists, I who think and the world about which I think also exist; the one exists but for the other, having no possible separation between them. Therefore, the world and I are both in active correlation; I am that which sees the world, and the world is that which is seen by me. I exist for the world and the world exists for me. ... One sure and primary and fundamental fact is the joint existence of a subject and of its world. The one does not exist without the other. I acquire no understanding of myself except as I take account of objects, of the surroundings. I do not think unless I think of things — and there I find myself.
Bruce Lee
Whole great chunks of written history are of little value to the psychohistorian, while other vast areas which have been much neglected by historians — childhood history, content analysis of historical imagery, and so on — suddenly expand from the periphery to the center of the psychohistorian's conceptual world, simply because his or her own new questions require material nowhere to be found in history books.
Lloyd deMause
Pen, Jean-Marie Le
Pendragon, Arthur Uther
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