Children’s Phantasy as Object of Control:Female Criminal Police in NS and FRG, 1937-1970 and the Academy of Pedagogic Sciences in GDR, 1970-1990

自从阿尔弗雷德·比奈（Alfred Binet）对可理解性的研究以来，儿童的想象力一直被视为限制儿童做出真实陈述的能力。同样，自William Stern、Franziska Baumgarten、Maria Zillig和Karl Marbe对证词进行心理学研究（Aussagepsychologie）以来，法律的背景下普遍存在这样一种观点，即必须极其谨慎地对待儿童在法庭或警察面前的证词（如果不完全排除作为证人证词的话）。作为对这一研究的回应，警察和福利国家作为发展科学和专门方法的更广泛努力的一部分，建立了专门机构，研究控制儿童想象力的方法，利用南北和联邦德国莱比锡和柏林女刑警（WKP）以及民主德国教育科学院（APW）活动的档案资料，该项目想问的是，儿童的幻想是如何被构造成一种潜在的威胁，从而受到必要的控制的。1920年代，德国各州警察局成立了女子刑事警察，作为一个独立的警察单位，除其他外，负责讯问作为受害者和证人的儿童，并评估其陈述的可信度。作为1937年更广泛的警察统一的一部分，FCP被赋予了一个精简的组织框架，该框架一直持续到20世纪70年代。1970年成立的APW直接隶属于国民教育部，它利用教学研究来发展教学实践（例如幼儿园、中学、课程设计）。这种关系的政治，科学和具体的教学实践中的学校和教师的培训值得学术和批判性investigation.These机构的活动提出了令人信服的研究问题：什么不同的策略调查儿童的想象力所追求的根据不同的框架，具体的政治制度？这些努力是如何产生和实施科学知识的，既有预防性的，也有控制/压制性的，使童年和儿童的想象力成为控制知识和实践的主题？为了回答这些问题，教育学和警察实践所涉及的心理调查，以及教育学和警察学（特别是审讯技术）的话语将被重建。此外，示范性的微观研究将被用来分析具体的实践形式，WKP和APW部署，以控制和纪律儿童的想象力在当地的领域。

Since Alfred Binet's research on suggestibility, children’s imagination has been seen as a limit on children’s ability to make truthful statements. By the same measure, since the psychological study of testimony (Aussagepsychologie) by William Stern, Franziska Baumgarten, Maria Zillig and Karl Marbe, the view has prevailed in legal contexts that the testimony of children before court or the police must be treated with extreme caution (if not be excluded as witness testimony entirely). In response to this research the police and the welfare state have, as part of a more general effort to develop scientific and specialized methods, established bodies dedicated to investigating methods for the control of children’s imagination.Drawing on archival sources of the activities of the Female Criminal Police in Leipzig and Berlin (WKP) in the NS and FRG, as well as the Academy for Pedagogic Sciences of the GDR (APW), the project would like to ask how children’s fantasy was constructed as a potential threat and thus subject of necessary control. In the 1920s, the Female Criminal Police was established as an independent police unit in various police administrations of the German states and was responsible, among other things, for interrogating children as victims and witnesses and assessing the credibility of their statements. As part of the broader unification of the police in 1937, the FCP was given a streamlined organisational framework that persisted, with slight modifications, until the 1970s. The APW, which was founded in 1970 as directly subordinate to the Ministry of National Education, has used pedagogical research for the development of pedagogical practice (e.g. nursery, secondary school, curriculum design). This relationship among politics, science and concrete pedagogical practices in schools and teacher’s training merits scholarly and critical investigation.These institutions’ activities raise compelling research questions: What different strategies of investigating children’s imagination were pursued according to the distinct frameworks of specific political regimes? And how did these endeavors produce and implement scientific knowledge, both preventively and in a controlling/repressive manner, to make childhood and children’s imagination the subject of control knowledge and practices? In order to answer these questions, the psychological investigations referred to by pedagogical and police practices, as well as the discourse of pedagogy and police science (esp. interrogation technique), will be reconstructed. In addition, exemplary micro-studies will be used to analyse the concrete forms of practice that the WKP and APW deployed in order to control and discipline children's imagination in local fields.