"More than Just Numbers" Holocaust, those who died come to mind. However, millions of people survived and told their

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1 Ashley Radosevich Paper #2 Professor Traxler November 27,2011 "More than Just Numbers" During the Holocaust millions ofpeople died, and often t~4when discussing the Holocaust, those who died come to mind. However, millions of people survived and told their stories. Victor Frankl, in 1942, ended up in a concentration camp along with his wife and parents. There he endured much sufferingtut none the less found meaning in his suffering. Then, Elie Wiesel as a teenager endured the concentration camp life with only his memories later on to help him process such inequities. Beyond these well known author~ofsuch people like Solomon Radasky who survived the concentration camps on the pure notion that someone had to stay alive to say the Kaddish (Prayer for the Dead) for his family. These people ~ o~ ii,.,.v, were more than just numbers. They had actual names, mothers, fathers, siblings, and other family; they ha~s, went,to school, and lived normal lives. All three stories, in ldifferent wa~ emphasize"he mindis)~ritical to survival, allowing one the freedom to think, imagine, and t ~/. remember; the mind provides an opportunity to either accept what is happening and survive or not accept and lose the will to survive. Viktor Frankl and Elie Wiesel approached the understanding of what happened during those years in two different ways. Viktor Frankl gave an account for his experiences in a more scientific and psychological approach. Elie Wiesel took his experience and applied a more \ Alyv-"~ I Ii r- t I~" );-tvr1. ".~"",~. philosophical and theological understandin(in gai.n~~ understanding of what had happene to him, Frankl developed a theory known as l:~~t~~;apy(i~.~e~~.!(ming the theory of logotherapy, he used the scientific method. First, he had to develop a hypothesis, which he

2 Radosevich 2 stated in his three stages. Then, Frankl had to observe the hypothesis in action by applying the stages to actual people. In his book, Man's Search for Meaning, he explained the three stages yr?h / a person goes through in a situation which seems difficult and causes suffering as; "the \1\is period following"admission; the period when he is well entrenched in camp routine; and the period following his release and liberation" (Frankl 8). Frankl observed several different people in the camp going through the three stages. However, the three stages did not prove his theory of logotherapy. What he really observed showed through in oaeft~on's reactions to the suffering /, 6-tkcV tp:j-'1f7 ~ Wiesel's approach consisted of a philosophical and theolo ical. Unlike f0 ~V. tv.a they had to endure. Frankl, Wiesel used several different characters from an insane asylum who endured the suf~rings of the Holocaust, in his book fi~~ook, 1wilight. so~;ff"these characters ~ ~braham, Adam, and Cain. Each ch~r believed~ w~ biblical character, pretending to have encountered something during the Holocaust which related to the actual I ' biblical charact&ctions in the Bible. The main character, Rap&countered Adam first. L~~ ' '" Adam believed himself to have failed God as the first created man. He pleaded with God saying, "Stop this senseless project. Believe me, even you who are omnipotent cannot succeed in this. You thought man would be your glory, the jewel of your crown. You make me laugh. Man is your failure...close the book before you turn the first page" (Wiesel 39). The conversation Adam had with God shows Adam's belief that man failed and God needs to end man before he ruins all ofhis Creation. The conversation actually stems from the fact the Holocaust already happened and man destroyed man. Throughout the ~ book, there appear conversations and questions with and for God. In such times of SUffering, Wiesel includes several pleat' to God for protection, healing, and salvation. Wiesel's philosophical approach comes out in many

3 Radosevich 3 instances, one during his many conversations with the "old man~ The first discussion with the "old man" leads to the incorporation of madness into the whole story. Madness is the basis of Wiesel's philosophical approach. In a conversation with the "old man," Raphael learns "Madmen can be dangerous..." and "...to be protected by madness can also be dangerous" (Wiesel 12). The conversations and ideas of madness develop throughout the r~/fthe book, leading Raphael to question whether or not he ended up a madman himself (Wiesel 216).. L~ v \>uri~q~~!~:'~~!ll]es of 10gotherllPL Frankl accessed one of his key ideas which stated,' "Life is not primarily a quest for pleasure, as Freud believed, or a quest for power, as Alfred Adler taught, but a quest for meaning. The greatest task for any person comesthroughfid K.(Lc- ) meaning in his or her life" (Frankl f.). This meaning can appear in a person, in tradition, or in any number of other things. Finding something meaningful in life gave a person just enough /J-~~1-t1l-l-1.d strength to pull through a time of suffering. Through anumber of references, Frankl made suffering another key point. One of his most important ideas behind suffering came from a quote he used from Dostoevski, which said, "There is only one thing I dread: not to be worthy of ~Jr my sufferings" (Frankl 66). He went on ~has inner freedom which man cannot take away in any kind of suffering; this gives l)rt:ln the ability to choose how they bear suffering and react to those circumstances (Frankl 67). These two ideas presented by Frankl show the power ofthe mind, and how the mind can go beyond the ordinary uses. Those involved in phtting ~~~ers can take a lot away from a man, but they cannot take the freedom oftheil:: mind to imagine, think, remember, or the ability to choose how to react in different circumstances. Through the use ofnietsche's quote, Frankl summed up his idea of suffering and finding meaning in suffering in order to push the mind past all limits for the sole purpose of ~il survival. Nietsche says, "He who has a Why to live for can bea'lfllmost any How" (Frankl 76). ".~c.- «

4 Radosevich 4 If man can find a meaning in life, he can most certainly bear any way in which the suffering may come. In his actions, he has freedom of the mind to make those decisions. ~l - l.~~~e development oflogotherapy, Frankl's ideas apply to the stories of Wiesel and Radasky. Throughout Wiesel's book, one can apply Frankl's idea ofthe power of the mind. The 4td power of the mind, if used properly can pull a man through the worst of sufferings. :Ionlof Wiesel's characters ~finds himself in trouble with the police and in trying to survive this instance he recalls, "himselfat thirteen, celebrating his bar mitzvah...he was reciting the Haftarah, which...was taken from the Book of Jeremiah" (Wiesel 93). He played the role of Jeremiah the Prophet sent by God. Frankl's ideas pop up through the reliance on memories to get one's self through a time of suffering. The guards could not take away his inner freedom of the mind, where he had stored this memory. Like Frankl using the memory of his wife, Yoel uses the memory of tradition. This pushes the mind to recall such memories and use them to survive. ~ Wiesel's character Raphael also proves Frankl's ideas. Raphael, w~e ultimately portrays as himself also, emphasizes the idea of memories used to survive. Throughout the ~OOk, one comes across instances where Raphael recalls past memories of his family i~ telling stories such as the "Shabbat afternoon in Rovidok" (Wiesel 209). Eventually he ~f' separated from all of his family, not knowing where any ofthem went or if they even lived. - h "") However, like Frankl, Raphael relies on memories of his family and finds meaning -:Ult~,A-«seeing them again. Wiesel also addresses the quote Frankl uses by Dostoevski. He does this through an instance where Raphael hears the old man's voice. The old man taught Raphael a prayer abollt suffering, saying, "Lord since I am suffering, I not only accept my suffering. I yearn for it, I invoke it. Lord, since suffering exists, give it to me so that I may understand those

5 Radosevich 5 it strikes" (Wiesel 117). In this prayer, one sees the inner achievement of the mind which a man can obtain through finding meaning in the acceptance of his suffering. When nsay this prayer, they have become worthy oftheir suffering. However, this prayer also brings up another idea Frankl shares about suffering, which says, "Suffering is ineradicable part of life, even as fate and death" (Frankl 67). No matter what a man does in life, he will come across some sort of suffering. However, the circumstances may not appear as the sort of suffering these people) endured, but man will suffer. Ultimately through finding meaning in the suffering, man survives. ~0) I il '"",A ~,yj,1"v, (r~er ma~if.rhose -..._~._"'-~.-. story portrays the power ofthe mind to imagine, think, and -""-... remember, appears in ~~lomon Radasky's experien~.~) In his story, one encounters the powerful meaning of family and tradition, also found in Wiesel's book. He talks of some of the horrors of Auschwitz, which appear in Frankl's story as well. He also talks about the Kaddish he would say every day for his family, which Jews traditionally say for their family members who have passed over. Without knowing whether or not any of his family was alive or dead, he found meaning for survival in the need to say the Kaddish. Out of78 members of his family, he survived to tell his story because of the power the mind contains. Frankl would say the tradition of saying the Kaddish helped Radasky survive, even '"After all these years in the ghetto and / losing everybody...who is going to be left to say Kaddish for my family?" (Radasky Het-). The body can endure only so much, but the oppressors cannot touch the mind; they could not take away his ability to say the Kaddish for his family. Through a personal freedom Radasky found meaning to survive, which proved once again Frankl's theory. Many more stories exist which the world knows about and does not know about, where Frankl's ideas might appear. All three stories told through Frankl, Wiesel, and Radasky show

6 Radosevich 6 the power ofthe mind. Finding meaning in their suffering gave them the opportunity to endure the suffering and survive to tell their stories. They found meaning in family, tradition, and memories; they could think, imagine, and remember. One other story s~ r'from Frankl ~ums up the whole idea behind suffering and freedom ofthe mind. Frankl tells the story of a young girl who died. Even she found meaning in her suffering through her ability to imagine. She gladly welcomed the fate she had to endure, because growing up she lived a spoiled life (Frankl 69). She continued to talk ofthis tree that became her only friendpnd how she often t~ talked to the tree (Frankl 69). Frankl hesitentaly asked if the tree eve(t replied, and she said, "Yes. It said to me, 'I am here---1 am here---1 am life, eternal life'" (Frankl 69). t'uuk- Her story comes off striking in the sense that even in a tree she found meaning in her suffering, through the gaining of eternal life. The levels of the mind and the power of the mind have always been of significant mystery to the world. The mind can handle any suffering, ifthe person has the will to survive, or can find the inner freedom Frankl, Wiesel, and Radasky all show in telling their stories.

7 Radosevich ~.~.,ography Frankl, Viktor. Man's Searchfor This book is one that our ass read. It talks about how man can search for meaning even in times of hardship. It brings up the idea that some people chose to find a reason for living while others might not have. Frankl was a psychologist who wrote many books. He chose to write about finding meaning for life in such a horrible event, which I believe was part of his process in dealing with what really happened to him in the concentration camps. He looks at people's suffering and how they chose to react to it. This becomes evident and proves itself in Wiesel and Radasky's stories. Holocaust Survivors. John Menszer, Web. 17 Nov < This website has stories of Holocaust survivors. One imparticular that I looked at was Solomon Radasky. Out of 78 members of his family, he survived to tell his story. His story really portrayed several characteristics from Frankl's theory of logotherapy. His story helps show a connection in the understanding of logotherapy. His reason of survival differed from that of Frankl's and Wiesel's, which only proves more Frankl's ideas. Wiesel, E. (1988). Twilight. New York: Schocken B :l1eav 7,~ This book really gives Frankl's ideas a background of persuasiveness. Wiesel's story through Raphael portrays characteristics of Frankl's main key points. However, it also shows a different way from Frankl and Radasky's process of understanding. He uses a more theological and philosophical approach, differing with Frankl's scientific approach.

8 INID 405 Life and Death (FAll) Paper 2 I have. read and Wlderstood the M anc h ester College policies. concemin ad.. ::~~ ~~ur:~' that I have not accepted inappropriate help with this pg;r ~~I~:s~onestyk'I affirm that I have not submitted this work for a n ave acknowledged within the text. ' e wor IS my own, except for quoted or paraphrased Name A<J1 \.e,d Pn,.}f>V vir h ~.~~ Rubric: ExceUent (sets an Good example for the class) Content Organization Y'..,/' Expression / Mechanics, usage / Date~ Competent (completes Weak Failing requirements of assign)

9 Evaluation of Writing (literary essays) Janina P. Traxler (spring 2011) Excellent Good Competent Weak Failing (sets an example for the (completes the class) requirements ofthe assignment) An important controlling A controlling idea A controlling idea that A controlling idea that No discernible idea to C idea fully developed developed with is apparent and is too general, vague, or control random 0 with concrete and vivid consistently pertinent supported with relevant confused and is details; little or no N detail. Appropriate and detail. Content detail. Focus on task insufficiently supported attention to the task. T focused response to the generally responds to may not be consistent. with specific details. E task. task. Substitution ofsummary N or description for clear T response to task. Essay follows a logical Essay follows a logical Order ofessay apparent; Order and emphasis of Order and emphasis 0 progression that reveals progression; paragraphs unified and essay inappropriate; of essay R a sense of symmetry and paragraphs unified and for the most part paragraphs jumbled or indiscernible; little G emphasis; topic coherent; transitions coherent; transitions underdeveloped; clear sense of A sentences make aid the reader. functional. transitions unclear, paragraph structure; N appropriate claims; mechanical, or tedious. transitions lacking. I paragraphs are unified Z and ideas are well A developed through T quotes and textual I examples; transitions 0 reveal the process ofthe N argument. Sentences that are varied Sentences that are Sentences that are Sentences that are Sentences that are E and thoughtful; diction varied and appropriate; appropriate but immature, tediously incoherent; diction X that is fresh and precise; diction that is clear; ordinary; diction that is patterned, or lack that is inappropriate; p tone that complements tone that fits the generally clear; tone necessary tone indiscernible. R the subject, distinguishes subject, persona, and that is acceptable for the subordination; diction Significant problems E the writer's voice, and audience. subject. Prose that is vague; tone with wordiness, weak S defmes the audience. sometimes suffers from inconsistent. Prose is structures, repetition. S wordiness, extraneous cluttered and imprecise. I phrases, overuse of 0 weak pronouns and N weak verbs. In accord with Standard Generally in accord Few deviations from Difficulty with Serious difficulties M Written English (SWE); with SWE, without SWE, including fragments, run-on with run-on E quotes integrated into serious deviations. punctuation and sentences, comma sentences, fragments, C U writer's sentences and spelling. Some lack of splices, agreement, or s-v agreement and HaS appropriately identified. elegance in integration other issues in usage, referents, or other AnA and identification of punctuation, and issues in usage, NdS quotes. spelling. Trouble punctuation, and I G integrating and spelling. Little C E identifying quotes. success in integrating S or identifying quotes.