The crucifixion of the mind of youth': the responses of British teachers to education in the Third Reich.

我的项目探讨了英国教育界对纳粹独裁统治下德国学校教育发展的反应。纳粹政权扭曲了德国的教育制度，使之成为传播纳粹意识形态的工具，由此带来的根本性变化在国际上引起了警觉，在纳粹夺取政权之前，德国的教育制度一直受到高度重视。分析教学组织、个人和移民网络的反应将有助于评估到达英国的关于纳粹学校教育的信息来源，评估英国教师对纳粹学校教育对德国教师和学生的影响的诊断，以及检查英国教师自己对军国主义、宣传和课堂教育政治化的关注如何影响他们对德国局势的反应。论文还将研究这些行为者对德国局势的各种实际反应，从提高公众意识到为在纳粹德国遭受迫害的教师或作为难民抵达英国的教师提供实际支持。这些活动将被置于更广泛的跨国反法西斯运动和先前存在的专业网络的背景下，并将探讨动员英国教师应对德国学校情况所涉及的有时喜忧参半的动机和相互冲突的议程。通过这些回应，这篇论文将会问，面对一位学者所说的“无情而巧妙的暴政对年轻人心灵的十字架”(Lascell es Abercrombie，1935)，来自英国的德国学校教育观点在多大程度上影响了战后关于教育重建的讨论和决定。

My project explores the responses of the British teaching profession to the development of German school Education under the Nazi dictatorship. The radical changes brought about by the Nazi regime as it warped the German education system to become a tool in the dissemination of Nazi ideology were viewed with alarm internationally, where the German education system had been held in high regard prior to the Nazi seizure of power. Analysing the responses of teaching organisations, individuals and émigré networks will enable an assessment of the sources of information about Nazi schooling that reached Britain, an evaluation of British teachers' diagnoses of the impact of Nazified schooling on German teachers and pupils, and an examination of how British teachers' own preoccupations with militarism, propaganda and the politicisation of classroom education informed their responses to the situation in Germany.The thesis will also examine the variety of practical responses undertaken by these actors to the situation in Germany, ranging from raising public awareness to providing practical support for teachers suffering persecution in Nazi Germany or arriving as refugees in Britain. These activities will be placed in the context of wider transnational antifascist activism and pre-existing professional networking, and the sometimes-mixed motives and conflicting agendas involved in mobilising British teachers to respond to the situation in German schools will be explored. Through these responses, the thesis will ask how far the view from Britain of German schooling influenced wartime discussion and decisions regarding post-war educational reconstruction in the face of what one academic described as 'the crucifixion of the mind of youth by ruthless and ingenious tyranny' (Lascelles Abercrombie, 1935).