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

这项研究分析了德国的教育研究者，特别是《盖斯特威斯学派》的学者在二战期间和之后如何对待他们的纳粹主义。这一次，研究集中在赫尔曼·诺尔，作为哥廷根学派的关键人物，在二战前后对德国的教育理论和实践产生了巨大的影响。研究结果如下：1.根据赫尔曼·诺尔的写作，他似乎在1933年对纳粹主义产生了同情。但在那之后，诺尔在哥廷根大学的教育学院被解散，他于1973年3月3日被解雇。这起事故是教皇对他同情纳粹主义的纵容；诺尔可能会在第二次世界大战结束后立即回来。此外，他还被英国占领当局评为重要的合作者。调查诺尔未发表的信件，这项研究得出如下结论：二战后，诺尔一直与遥远地方的学生保持联系，并在德国教育研究网络中担任关键人物。此外，在纳粹主义到来之前，他仍在表达他对美好的德国传统的渴望，并在名为Sammlug的期刊上坚持再现欧洲的价值观和理念。对于二战后的《格列斯特斯学派》来说，纳粹主义被当作最糟糕的记忆来对待：“欺骗性的行为像魔鬼一样”，“对日耳曼种族赞不绝口”等等。但诺尔在二战中对纳粹主义的熟悉并没有反映出来。实际上，格列斯特斯学派的教育学只是把同情纳粹主义的记忆当作空白，然后表现得好像二战前/之后有连续性一样。

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 Investigating Nohl's unpublished letters, the study comes as follows; After World War II, Nohl was keeping in touch to his pupils in distant places, and worked as a key person in network of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.