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It is debated whether there are moral, ethical, or political lessons to be learned fromthe Holocaust, and if so what they are. In contemporary discourse, there are many references to proposed lessons to be learned from the Holocaust, which are less common in the work ofHolocaust scholars.[1] In his 2016 book of the same title,Michael Marrus classifies the lessons drawn from the Holocaust into the categories of early, Jewish, Israeli, and universal lessons.[2] The authors of a book on Holocaust education separate the lessons intodeontological,consequentialist, andontological lessons.[3] Political scientistIan Lustick classifies responses to the Holocaust by Israeli Jews into four categories: the Holocaust as a "Zionist Proof-text; Wasting Asset; Object Lesson for safeguarding human rights; and Template for Jewish life". He argues that the last has become hegemonic since the 1980s and that the consequences of seeing enemies asNazis and threats as existential are damaging to Israel.[4] The existence of specific lessons to be learned from the Holocaust is cited as a justification forHolocaust education, but challenged by some critics.[5] There is a tension between the argument that theHolocaust was a unique event in history and that it has lessons that could be applied to other situations.[6]