German studies

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The German customer was the target of an educational reform movement in Germany in 1912 in the German Germanist Association and the Society of German Education organized and partially into the National Socialist Education passed. Coined the term in 1912 the German scholar and later Leipzig headmaster Walther Hofstaetter (1883-1968).

Development and goals

Supported by university Germanists and German teachers, the movement wanted to orient all of its teaching (languages, art, music, religion, history, geography) on the subject of German as much as possible and focus on teaching people to be “German”. The “Gesamtwissenschaft vom Deutschtum” ( Julius Petersen ) wanted to develop a cultural history mixed with folklore and literary interpretation, philosophy of history and philology under the sign of an idealized national culture. This was intended to replace the grammar school orientation towards the ancient languages ​​and German classicism by neo-humanism . The German essence, German culture in all its breadth and historical depth up to the early Middle Ages and the German people should be at the center of education. Thus, politically völkisch positions in this direction were often suggested . Representatives were e.g. B. Friedrich Panzer , Ernst Elster , Klaudius Bojunga and Johann Georg Sprengel . Ulrich Peters joined for history lessons .

In the methodological area, the plans followed modern findings: instead of a teacher lecture , work lessons were central. The choice of material and the task at hand should suit the age groups: In grade 8, the aim was to “deepen heroic German life in all areas of life”, for the girls, in addition to the heroes of work, also the “heroines of work and tolerance”. In grade 9, the "pictures from the colonization in the German east, from the Germanness in the ceded areas and abroad" were important. In grade 11, the Middle High German - which can be read in the original - now also supplemented the Old High German and Norse poetry.

The movement achieved great popularity among specialist representatives. B. in Prussia on the curriculum since 1924 through the political influence of Hans Richert : "In German lessons, students should learn to speak and write German, to feel German, to think and want." However, she met with strong criticism at the Leipzig pedagogue Theodor Litt , who saw the danger that the basic skills of the pupils would be endangered by the material overcrowding ( the current educational situation and its demands , lecture at the Weimar conference in 1926). So not all German states followed the goals of this movement.

Magazines

Web links

literature

  • Walther Hofstaetter: German studies. A book of German art and art , Teubner, Leipzig 1917
  • Subject dictionary of German studies , ed. v. Walther Hofstaetter u. Ulrich Peters, 2 vols., Teubner, Leipzig 1930
  • Horst Joachim Frank : History of German Lessons. From the beginning until 1945 . Munich 1973
  • Elke Peters: Nationalistic-Völkische Bildungspolitik in the Weimarer Republic: Deutschkunde and higher school in Prussia , Beltz, Darmstadt 1972, ISBN 3-407-18277-5
  • Wolfgang Hegele: Literature lessons and literary life in Germany (1850–1990). Historical presentation - systematic explanation , Würzburg 1996, p. 34ff ISBN 3826011600

Single receipts

  1. ↑ Guidelines for the curricula of the higher schools in Prussia. 2nd part, teaching tasks. Berlin 1925, p. 229 ff.
  2. ↑ Conference of the German Committee for Education and Teaching in Weimar, The current situation of pedagogy and its demands . In: Theodor Litt: Possibilities and limits of pedagogy. Treatises on the current situation of education and the theory of education . Teubner, Leipzig a. a. 1926, pp. 1-60