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·比奈关于暗示性的研究以来，儿童的想象力一直被视为限制儿童说真话的能力。按照同样的标准，自威廉·斯特恩、弗兰齐斯卡·鲍姆加滕、玛丽亚·齐利格和卡尔·马尔贝对证词(Aussagepsychologie)进行心理学研究以来，法律环境中盛行这样一种观点，即必须极其谨慎地对待儿童在法庭或警察面前的证词(如果不是完全排除作为证人证词)。为了响应这项研究，警方和福利国家建立了专门调查控制儿童想象力的方法的机构，作为制定科学和专门方法的更广泛努力的一部分。利用莱比锡和柏林女刑事警察(WKP)在国家安全局和联邦德国的活动以及民主德国教育科学学院(APW)活动的档案资料，该项目想要询问儿童的幻想是如何构成的潜在威胁，从而受到必要的控制。20世纪20年代，女刑事警察在德国各州的不同警察管理机构中作为一个独立的警察单位成立，除其他外，负责审问作为受害者和证人的儿童，并评估他们陈述的可信度。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，略有修改。APW成立于1970年，直接隶属于国家教育部，它利用教学研究发展教学实践(如托儿所、中学、课程设计)。政治、科学、学校的具体教学实践和教师培训之间的这种关系值得进行学术和批判性研究。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，采取了哪些不同的策略来调查儿童的想象力？以及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指的心理调查，以及教育学和警察科学的话语(特别是。审讯技术)，将被重建。此外，还将使用示范微观研究来分析妇女和妇女组织为控制和约束儿童在当地领域的想象力而采用的具体实践形式。

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.