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师职业对纳粹独裁统治下德国学校教育发展的反应。纳粹政权扭曲德国教育制度，使之成为传播纳粹意识形态的工具，从而带来了根本性的变化，这在国际上引起了震惊，因为在纳粹夺取政权之前，德国教育制度一直受到高度重视。分析教学组织、个人和流亡网络的反应，将有助于评估到达英国的纳粹学校教育的信息来源，评估英国教师对纳粹化学校教育对德国教师和学生影响的诊断，并检查英国教师自己对军国主义的关注，宣传和政治化的课堂教育通知他们的反应，在德国的情况。论文还将审查各种实际的反应，这些行动者采取的情况，在德国，从提高公众意识到为在纳粹德国遭受迫害或作为难民抵达英国的教师提供实际支持。这些活动将被放置在更广泛的跨国反法西斯活动和预先存在的专业网络的背景下，有时混合的动机和冲突的议程参与动员英国教师在德国学校的情况将被探讨。通过这些回应，本文将问，在面对一位学者所描述的“无情而巧妙的暴政对青年心灵的折磨”（Lascelles Abercrombie，1935）时，英国对德国学校教育的看法在多大程度上影响了战时讨论和战后教育重建的决定。

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).