What is your stance on Stalinism?

Description of the activity

The participants will be invited to respond to various statements about communism and Stalinist totalitarianism. They should consider their attitudes towards each statement and take their respective places in the room, dividing into teams. In this activity, it is not only the statements themselves that are important, but also how participants express their opinions and explain their agreement or disagreement with other participants’ positions. Participants may also change their perspective during the activity.

1. In the four corners of the room, place cards in the room that say “I strongly agree,” “I partially agree,” “I partially disagree,” and “I strongly disagree.” Explain that the participants will hear a list of statements. They should take a position that represents their attitude toward each statement. Tell the participants that there are no right or wrong responses in this activity.

2. Read the statements one by one, inviting participants to take their respective positions—moving to the corresponding part of the room (e.g., to “strongly agree” or “strongly disagree”). Once everyone has taken their places, ask participants to explain their choices (for example, 1 or 2 representatives from each group). After listening to the explanations (arguments), participants may decide to change their position. Remind them of this possibility. You can ask them gently why (under the influence of which arguments) they decided to do it.

3. You can give the authors’ names along with the quote or after the participants have chosen their places. You can give a brief biography of the authors. 

4. After all statements have been discussed, invite everyone to sit in a circle to reflect on the activity.

Activity objective

To help participants clarify their position on the controversial issues related to the interpretation of Stalinism.

Expected learning results

The participants will:

• Identify the complexity of controversial issues and the diversity of perspectives on historical events;
• Articulate their positions on complex issues and support them with valid arguments;
• Practice active listening and respect for viewpoints different from their own.
• Develop an understanding that changing one’s mind in response to arguments is a sign of critical thinking, not weakness;
• Recognize the importance of dialogue and diversity of opinions in a democratic society.

List of statements:

Although Nazi ideology was condemned and outlawed, the communists managed to avoid punishment by a tribunal. As a result, these seeds have sprouted in modern Russia

Myroslav Marynovych, a Ukrainian dissident

Communism cannot be overcome merely materially; it must be opposed spiritually and morally. The forces of Christianity … have to fight against Communism with all their strength

Konrad Adenauer

Instead of being better, Stalinism turns out to be worse than fascism—more brutal, barbarous, unjust, immoral, and anti-democratic. It can be described most accurately as super-fascism

Max Eastman

Stalinism is the logical consequence of the primitive program of Bolshevism, which saw its goal in the mechanical simplification of all the diverse elements of life and pursued it through methods of brutal, bloody terror. A sick concept could not create healthy forms of social existence!

Mykola Sciborsky, a Ukrainian political thinker, journalist, and activist

Stalin was not so much a great manager as a great PR manager. He persistently created an optimistic country where all and everywhere strove for the heights, performed feats, and sang songs. It was a powerful virtual reality

Georgy Pocheptsov

Stalin made our country a mighty superpower, yet he was betrayed and discredited. Under the USSR, factories were built, and industry boomed; Stalin is Russia’s national hero

A 2025 Levada Center opinion poll

Stalin, communism, and the NKVD must be condemned by the world in the same way as Hitler, Nazism, and the Gestapo

Volodymyr Viatrovych, a Ukrainian historian

Reflection

Tips for teachers/educators

Your role is that of a facilitator, not a judge or an expert. Do not impose your perspective, even if it seems self-evident to you. Balance all positions. The process is more important than the outcome—the main thing is not the ‘right answer,’ but a training in the art of dialogue.

Before you start the activity, remind everyone to respect different views and that the class/group should be a safe space for anyone to express their views. Emphasize that there are no right or wrong answers—there are different perspectives, and they all have a right to exist. Establish a rule: criticize ideas, not people.

Encourage participants with different positions to express their opinions during the activity, but do not force anyone to speak. If one person dominates the discussion, thank them for their contribution and invite others to join in: “It would be interesting to hear from those who haven’t spoken yet.” Keep track of time and avoid spending more than 5 minutes on a single statement.

Notice and support those who change their position—this is an act of courage and critical thinking. If someone stands alone, thank them for the courage to have their opinion. Do not allow the group to pressure the minority or those who are undecided.

If a conflict arises, stop the activity and remind everyone of the rules. Ask participants to rephrase their thoughts without emotional bias. Emphasize that we may disagree with ideas, but we must respect people.

Required materials

• A room or other area large enough for participants to move around freely;
• Sheets of paper with the phrases “I strongly agree,” “I partially agree,” “I partially disagree,” and “I strongly disagree” printed or clearly written on them;
• A list of statements (these can be displayed on a slide so that participants have time to read them). It is important that these statements appear one after another, rather than all at once);
• Chairs for everyone to sit on while reflecting.

Authors/Copyright

Tetiana SheptytskaThis activity is based on the “Where Do You Stand?” activity from Compass: Manual for Human Rights Education with Young People. 2nd Edition. Council of Europe, 2020 (see https://www.coe.int/uk/web/compass/where-do-you-stand-)