The pedagogical-didactic transformation of the national socialist ideology in primers during the time of National Socialism

这一项目将集中研究国家社会主义教育者为了教育儿童“自愿”服从“元首的意志”而发展和实施的灌输和操纵手段。本研究的重点在于分析早期阅读教学的内容和方法。重建教育和教学方法的条件以及控制教育政策的尝试将构成本研究的一个重要方面。此外，在早期的读者和学生的书籍中，不同的手段来施加意识形态的影响将被确定。这项调查的重点是对初级读本的分析，它从这样一个假设出发，即国家社会主义教育工作者从进步教育中描绘的童年形象出发，从意识形态上重新解释它，以期通过对暴力的审美化来实现与国家社会主义意识形态的一致。在采取这一方法时，调查将解决查明最终导致灌输和暴力行为的教育机制的问题。将在内容质量分析的基础上对各种学校教科书进行分析，目的是查明转变社会文化知识的教育过程。为了确定从根本上影响初级读本设计的条件和先决条件，该项目将调查中心背景领域，例如对教育政策的控制、关于教学的讨论、教育暂停的基本概念和童年模式以及国家社会主义意识形态。这些背景领域的重建将遵循“学校教育语法”的概念。

This project will concentrate on an examination of the instruments of indoctrination and manipulation developed and put into practice by national-socialist educators in order to educate children to subject themselves "voluntarily" to the "will of the fuehrer". The focus of the research will rest on analysing the content and methods of early reading instruction. Reconstructing the conditions governing the approach to education and teaching as well as attempts to control education policy will form an essential aspect of this research. Furthermore, different means employed to exert ideological influence in early reader and student's books will be identified. The focal point of this investigation is an analysis of primers which starts out from the hypothesis that national socialist educators took their lead from the image of childhood portrayed in progressive education, ideologically reinterpreting it with a view to achieving compliance with national socialist ideology through an aestheticisation of violence. In taking this approach, the investigation will address the problem of detecting educational mechanisms that ultimately lead to indoctrination and violent behaviour. The analysis of various school textbooks will be carried out on the basis of a qualitative content analysis aimed at locating educational processes which transform socio-cultural knowledge. In order to determine the conditions and prerequisites that fundamentally influenced the design of the primers, the project will investigate central context areas such as e.g. control over education policy, the discourse on teaching, the underlying concepts of an educational moratorium and patterns of childhood as well as national socialist ideology. The reconstruction of these context areas will follow the concept of a "grammar of schooling".