Formation education

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Formation education describes the educational concept that is characteristic of National Socialism , that the predetermined and desired type can only be educated in centrally prescribed associations and organizations. Systematic education can be understood as a hierarchically structured, life- long socialization control in and through politically pre-structured social associations. Nazi educational theorists like Ernst Krieck , Karl Friedrich Sturm and Alfred Baeumler use the term to describe the educational ideology of German fascism. It can be decrypted in a first access from two points:

1) Education is understood as imposing a form on people from outside , without them being able to actively participate in the process. It is no coincidence that a unit of troops and a combat line-up is called a formation (from Latin formatio = "design, order") in the military .

2) Upbringing is also determined as influencing and directing people through life in well-organized formations such as the Hitler Youth , the labor service, the storm department (SA) of the NSDAP , the Nazi women’s association or the Wehrmacht .

Contemporary understanding

As early as 1922, Ernst Krieck understood in his “Philosophy of Education”, in contrast to the individuality ideal of German neo-humanism , that people are educated primarily in, by and for certain communities and social organizations (cf. Krieck 1922). Alfred Baeumler put it easily:

“ Through education in the formation, boys and girls are inserted into the rhythm of the political community. Connected to their peers, led by those who still belong to their youthful world, they learn in the formation to feel at one with others outside of their parents' home ... The education in the formation is essential to the festive sound of the large community in the youthful soul and to make the pride in common achievements vibrate. " (Baeumler 1942, p. 129)

Forms of upbringing and characteristics

Methods and means of formation education are, for example, the camp, the marching column, the cult and the celebration. Five characteristics are particularly characteristic of these forms of education:

  • Emotionality and experience instead of the use of reason and knowledge,
  • political-state pre-organized community life,
  • social and ideological uniformity instead of plurality and diversity,
  • authoritarian control of the masses instead of the development of individuality,
  • Identification offers through rituals and symbols.

Formation education is an antithesis to education . Leading historians of education in the Federal Republic (Harald Scholz, Ulrich Herrmann , Wolfgang Keim ) worked it out as a central feature of the practice and theory of education in the Nazi regime.

Relationship between extracurricular and school education

The educational concept of National Socialism gives lifelong influence in non-school organizations priority over schools . But as early as 1932, Ernst Krieck's pupil and National Socialist didactic specialist Philipp Hördt proclaimed that school forms of learning would be based on extracurricular forms of community education as "an image of organic life and the creation of the whole of the people " (cf. Hördt 1932, p. 125) . The National Socialist educational writer Georg Usadel even puts forward the thesis: “ There is no difference between school education and formation education” (Usadel 1939, p. 28), because knowledge is part of education like body belongs to soul.

Reasons for the fascination

Formation education gained its attractiveness - especially among young people - through their responsiveness to emotional thinking, moral rigorism , joy in physical activity, a life in nature and together with their peers, as had been cultivated by the bourgeois youth movement in Germany before 1933. Risks such as depersonalization, ideological harmonization and the development of blind obedience were only recognized by a minority and active resistance groups during the Nazi regime between 1933 and 1945.

swell

  • Baeumler, Alfred: Education and Community. Berlin: Junker and Dünnhaupt 1942.
  • Hördt, Philipp: Basic forms of popular education. Frankfurt am Main: Diesterweg 1932.
  • Krieck, Ernst: Philosophy of Education. Jena: Diederichs 1922.
  • Sturm, Karl Friedrich: German education in the making. 3rd ed., Zickfeldt and Berlin 1935, pp. 97-106.
  • Usadel, Georg: Knowledge, education, school. Dortmund: Crüwell 1939.

literature

  • Keim, Wolfgang. Education under the Nazi dictatorship. 2 volumes. 2nd edition Darmstadt: Wissenschaftliche Buchgesellschaft 1995.
  • Scholtz, Harald: Education and instruction under the swastika. Göttingen: Vandenhoeck & Ruprecht 1985.

Web links

  • Herrmann, Ulrich: formation education. On the theory and practice of educational and formative manipulation of young people in the time of National Socialism - In: Herrmann, Ulrich; Nassen, Ulrich (Hrsg.): Formative aesthetics in National Socialism. Intentions, media and forms of practice of totalitarian aesthetic domination and domination (Journal for Pedagogy, 31st Supplement). Weinheim u. a .: Beltz 1993, pp. 101–112 - URN: urn: nbn: de: 0111-pedocs-105749 - URL: https://www.pedocs.de/volltexte/2015/10574/pdf/Herrmann_1993_Formationserbildung.pdf.