The Study of "Geisteswissenschaftliche Padagogik" after World War II: in Relation to Nazism.

本研究分析了德国的教育研究者，特别是“Geisteswissenschaftliche Padagogik”的学者如何对待二战期间和战后的纳粹主义。这一次，研究的重点是赫尔曼·诺尔，他是哥廷根学派在二战前后对德国教育理论和实践产生重大影响的关键人物。研究结果如下：根据赫尔曼·诺尔的写作，他似乎在1933年同情纳粹主义。但在那之后，诺尔在哥廷根大学的教学研究所解散了，他于1973年3月3日被解雇。这次事故成为教皇对他同情纳粹主义的纵容；诺尔可以在第二次世界大战结束后回来。此外，他还被英国占领当局评为重要的合作者。通过调查诺尔未发表的信件，这项研究得出如下结论：第二次世界大战后，诺尔一直与远在他乡的学生保持联系，并在德国教育研究网络中担任重要人物。除此之外，他还在《sammlung》杂志上表达了他对纳粹到来之前的德国传统的向往，并坚持要回归欧洲价值和理念。对于二战后的“Geisteswissenschaftliche Padagogik”来说，纳粹主义被视为最糟糕的记忆：“像魔鬼一样的欺诈行为”，“对日耳曼种族的赞美太多了”等等。但诺尔对二战期间纳粹主义的熟悉并没有反映出来。事实上，Geisteswissenschaft教学法只是将他们同情纳粹主义的记忆作为空白省略，然后表现得好像二战前后有连续性。

The study analyzed how educational researchers in Germany especially the scholars in "Geisteswissenschaftliche Padagogik" have treated their Nazism in / after World War II. This time, the study focused on Herman Nohl, as a key person in Gottingen School giving a great impact to the educational theory and practice in German around World War II. The study arrived as following;1. According Herman Nohl's writing, he seems to have had sympathy for Nazism on 1933. But after that, Nohl's pedagogical institute at the University of Gottingen was dissolved, and he was let go on March 3, 1973. This accident worked as a papal indulgence for his sympathizing Nazism; Nohl could come back as soon as World War II ended. Added to that, he was also evaluated as a important cooperator by England occupation authorities.2. Investigating Nohl's unpublished letters, the study comes as follows; After World War II, Nohl was keeping in touch to his pupils in distant places, and worked as a key person in network of German educational researcher. Added to that, he was still expressing his longing for good, German tradition before Nazism comes, and insisting the recurrence to European Value, and Idea, in the journal named Sammlung.3. For "Geisteswissenschaftliche Padagogik" in post World War II, Nazism was treated like the worst memory : "fraudulent act like a devil", "praising too much for the Germanic race", etc. But there was no reflection for Nohl's familiarity to Nazism in World War II. Geisteswissenschaft pedagogy, in fact, just omitted their memory of sympathizing Nazism as a blank, then performing as if there are continuity before / after World War II.