The pedagogical-didactic transformation of the national socialist ideology in primers during the time of National Socialism

该项目将集中审查国家社会主义教育工作者开发和实施的灌输和操纵手段，以教育儿童“自愿”服从“元首的意愿”。研究的重点将放在分析早期阅读教学的内容和方法上。重建支配教育和教学方法的条件，以及试图控制教育政策，将构成这项研究的一个基本方面。此外，还将确定在早期读者和学生书籍中施加意识形态影响的不同手段。这项调查的重点是对初级读物的分析，这一分析始于这样一个假设，即国家社会主义教育者从进步教育中描绘的童年形象中发挥带头作用，从意识形态上重新解释它，以期通过对暴力的审美化来实现对国家社会主义意识形态的顺应。通过采取这种方法，调查将解决发现最终导致灌输和暴力行为的教育机制的问题。将在定性内容分析的基础上对各种学校教科书进行分析，目的是确定转变社会文化知识的教育过程。为了确定从根本上影响初级读本设计的条件和先决条件，该项目将调查中心背景领域，例如对教育政策的控制、关于教学的论述、教育暂停的基本概念和童年模式以及国家社会主义意识形态。这些语境区的重建将遵循“学校文法”的概念。

This project will concentrate on an examination of the instruments of indoctrination and manipulation developed and put into practice by national-socialist educators in order to educate children to subject themselves "voluntarily" to the "will of the fuehrer". The focus of the research will rest on analysing the content and methods of early reading instruction. Reconstructing the conditions governing the approach to education and teaching as well as attempts to control education policy will form an essential aspect of this research. Furthermore, different means employed to exert ideological influence in early reader and student's books will be identified. The focal point of this investigation is an analysis of primers which starts out from the hypothesis that national socialist educators took their lead from the image of childhood portrayed in progressive education, ideologically reinterpreting it with a view to achieving compliance with national socialist ideology through an aestheticisation of violence. In taking this approach, the investigation will address the problem of detecting educational mechanisms that ultimately lead to indoctrination and violent behaviour. The analysis of various school textbooks will be carried out on the basis of a qualitative content analysis aimed at locating educational processes which transform socio-cultural knowledge. In order to determine the conditions and prerequisites that fundamentally influenced the design of the primers, the project will investigate central context areas such as e.g. control over education policy, the discourse on teaching, the underlying concepts of an educational moratorium and patterns of childhood as well as national socialist ideology. The reconstruction of these context areas will follow the concept of a "grammar of schooling".