Heinrich Weinstock

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Heinrich Weinstock (born January 30, 1889 in Elten (Lower Rhine) (today: Emmerich am Rhein ), † March 8, 1960 in Bad Homburg in front of the height ) was a German headmaster, philosopher and educator .

Life

The son of the county school board Adolf Weinstock made in Hoexter 1908, the High School, studied German language and literature , classical philology and philosophy , and in 1912 with the work De erotico Lysiaco - Platonis Phaedrus 231-234c at the University of William of Westphalia in Münster Doctor of Philosophy PhD . He then did military service and military service , including the Iron Cross 1st and 2nd class as well as the Finnish Freedom Cross and became a first lieutenant. From 1919 to 1926 he worked in the secondary school service and in school administration and from 1926 to 1939 as director of the Kaiser-Friedrichs-Gymnasium in Frankfurt am Main . In 1929 he was delegated to the Prussian Ministry for Science, Art and Education and worked on the reorganization of the two-year training period for trainee students in Prussia.

In the late 1920s and early 1930s he published essays on pedagogical issues of the time, upbringing, education and science. After the end of the Weimar Republic he devoted himself increasingly and with theoretical considerations to the translations (for a long time available in the Kröner Verlag ) of the ancient authors Plato , Thucydides , Sallust and Sophocles , after his writings Polis - The Greek Contribution to a German Education Today and Die Higher schools in the German state were banned in 1936 . Ernst Krieck reviewed: "Weinstock did not understand anything about National Socialism because he was not touched by it." He was appointed chairman of the academic examination office at Johann Wolfgang Goethe University , membership of the educational examination committee of the province of Hessen-Nassau and the publisher of magazine New year Books for Science and youth Education revoked and two textbook works.

With the beginning of the Second World War , Weinstock was again served as Rittmeister d. R. obliged. Among other things, he was chairman of a commission of inquiry into an act of sabotage in St. Nazaire in 1942, which was praised for his measured circumspection.

From January 1, 1945 to April 1, 1946 he was once again director of the Kaiser-Friedrichs-Gymnasium. At his request, the name of the school changed to Staatliches Gymnasium Frankfurt am Main .

He then became a substitute professor and, in 1949, a full professor at the chair for philosophy and education at the Johann Wolfgang Goethe University. His areas of research were education , humanism and antiquity . Although he criticized traditional humanistic education, he pleaded for a renewed humanism in the technologized mass society, the content of which, of course, remained rather unclear. In his writings from the 1950s, he dealt with European intellectual history and anthropology , general and professional training and political education . The frequently quoted word of the three talents required for a machine comes from him . The CDU member thus established the preservation of the tripartite school system in the FRG in 1955.

“ The machine needs three kinds of people, the one who operates it and keeps it going; the one who repairs and improves them; after all, the one who invents and constructs it. From this it follows: The correct order of the modern working world is divided , by and large and in typified simplification, ... into three main layers: the large number of executors, the small group of designers and in between the layer that is below the other two conveyed. In other words: some have to order and order, others have to carry out the ideas of order; but for this to happen properly, a third group must mediate the transition from thought to action, from theory to practice. ... The fact that this structure applies not only in the immediate vicinity of the machine, but in the entire area of ​​our rationalized world of work ... does not require any special explanation. ... What does this structure of our modern working world mean for the development of the education system? Apparently the machine requires a three-tier school: an educational facility for those who do the work, i.e. workers who respond reliably, a school structure for the intermediaries responsible and finally one for the questioners, the so-called theoretical talents. "

Major works

  • (Ed.): Handbook of teaching at higher schools Volume 7: Methodology of philosophical propaedeutics, Diesterweg, Frankfurt a. M. 1930.
  • The new training for student trainees in Preussen, Diesterweg, Frankfurt a. M. 1931.
  • Sophokles, Teubner, Leipzig 1931, new edition Marées, Wuppertal 1948.
  • Polis: The Greek contribution to a German education today, explained to Thucydides . Berlin 1934.
  • The Higher School in the German People's State: An attempt to determine the location and interpret the meaning, Berlin 1936.
  • Sallust. The century of the revolution. Translated u. initiated. Kröner, Stuttgart 1939.
  • Translator: Sophocles, Die Tragödien, Kröner Taschenausgabe, 6., thoroughly revised. and newly introduced edition, Stuttgart 2015 ISBN 978-3-520-16306-6 (first 1941).
  • Real humanism. The return of the tragic. Platon and Marx or Humanism and Socialism , VS Verlag für Sozialwissenschaften 1949 ISBN 978-3-66300968-9 .
  • The tragedy of humanism. Truth and deception in the Western image of man. Quelle & Meyer, Heidelberg 1953. (5th edition 1989) ISBN 978-3-89104489-6 .
  • Work and education. The role of work in the process of becoming human. Quelle & Meyer, Heidelberg 1954.
  • Real humanism. A lookout for possibilities of its realization. Quelle & Meyer, Heidelberg 1955.
  • With Arnold Bergsträsser, Christian Caselmann : It's about people. Paths and goals of adult education in our time , Association for Adult Education Württemberg-Hohenzollern, Ravensburg 1957.
  • The political responsibility of education in the democratic mass society of the technical age. Federal Center for Homeland Service , Bonn 1958.

literature

  • Julia Kurig: Education for the technical modern. Pedagogical technology discourses between the 1920s and 1950s in Germany. Würzburg: Königshausen & Neumann 2015.
  • Otto rainbow : Weinstock, the tragedy of humanism. In: Gnomon . Vol. 26, 1954, ISSN  0017-1417 , pp. 289-299.
  • Ursula Wulfhorst: Heinrich Weinstock, director of the Kaiser-Friedrichs-Gymnasium 1926 to 1949. In: 100 years Heinrich-von-Gagern-Gymnasium, formerly Kaiser-Friedrichs-Gymnasium in Frankfurt am Main. Frankfurt am Main 1988, pp. 38-41.
  • Werner Ziegenfuß , Gertrud Jung: Philosopher Lexicon. Concise dictionary of philosophy by persons. Vol. 2, de Gruyter, Berlin 1950, p. 848.

Web links

Individual evidence

  1. ^ Josefine Kitzbichler, Katja Lubitz, Nina Mindt: Theory of the translation of ancient literature in Germany since 1800 . Walter de Gruyter, 2009, ISBN 978-3-11-020623-4 ( google.de [accessed on February 2, 2020]).
  2. ↑ Ernst Krieck: Spiritual tightrope dance. In: People in the process of being. 4th year, 1936, ZDB -ID 201187-6 , pp. 53–54, here p. 54.
  3. ↑ Peter Lieb: Conventional War or Nazi Weltanschauungskrieg ?: Warfare and Fight against Partisans in France 1943/44 . Walter de Gruyter, 2012, ISBN 978-3-486-70741-0 ( google.de [accessed on February 2, 2020]).
  4. ^ DIE ZEIT (archive): Humanism is not over yet . In: The time . October 6, 1955, ISSN  0044-2070 ( zeit.de [accessed February 2, 2020]).
  5. ^ Heinrich Weinstock: Our training ship is not afloat . In: The time . January 24, 1957, ISSN  0044-2070 ( zeit.de [accessed February 2, 2020]).
  6. ↑ Heinrich Weinstock, Real Humanism. A lookout for possibilities of its realization, Heidelberg 1955, p. 121 (similar to Weinstock 1936 and 1954, p. 6)
personal data
SURNAME Weinstock, Heinrich
BRIEF DESCRIPTION German philosopher and educator
DATE OF BIRTH January 30, 1889
PLACE OF BIRTH Elten (today: Emmerich am Rhein )
DATE OF DEATH March 8, 1960
Place of death Bad Homburg vor der Höhe