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

自阿尔弗雷德·比奈（Alfred Binet）对易受暗示的研究以来，儿童的想象力一直被视为儿童做出真实陈述能力的限制。同样，自威廉·斯特恩（William Stern）、弗兰齐斯卡·鲍姆加滕（Franziska Baumgarten）、玛丽亚·齐利格（Maria Zillig）和卡尔·马布（Karl Marbe）对证词进行心理学研究（aussagepsyologie）以来，一种观点在法律环境中盛行，即必须极其谨慎地对待儿童在法庭或警察面前的证词（如果不能完全排除作为证人证词的话）。作为对这项研究的回应，作为发展科学和专门方法的更广泛努力的一部分，警察和福利国家建立了专门的机构来调查控制儿童想象力的方法。利用莱比锡和柏林女刑警（WKP）在德国国家安全局和德国联邦政府以及德意志民主共和国教育科学学院（APW）活动的档案资料，该项目想要了解儿童幻想是如何被构建为潜在威胁并因此受到必要控制的。在1920年代，设立了女刑事警察，作为德国各州警察行政部门的一个独立警察单位，除其他外，负责审问作为受害者和证人的儿童，并评估其陈述的可信性。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，经过轻微的修改，一直持续到20世纪70年代。APW成立于1970年，直接隶属于国民教育部，它利用教学研究促进教学实践的发展（如幼儿园、中学、课程设计）。政治、科学与学校具体教学实践和教师培训之间的这种关系值得学术和批判性的研究。这些机构的活动提出了引人注目的研究问题：根据特定政治制度的不同框架，调查儿童想象力的不同策略是什么？这些努力是如何产生和实施科学知识的，既可以预防，也可以控制/压制，使儿童和儿童的想象力成为控制知识和实践的主体？为了回答这些问题，教育学和警察实践所涉及的心理调查，以及教育学和警察科学（特别是审讯技术）的话语，将被重建。此外，示范性微观研究将用于分析世界儿童发展计划和儿童发展计划为控制和约束儿童在当地领域的想象力而采取的具体实践形式。

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.