Education and Society in Germany

By H. J. Hahn | Go to book overview
Schlechta (ed.) ( 1962), 2nd edn, Munich, vol. 2, p. 706. Cf. also M. Weber ( 1974), The Protestant Ethic and the Spirit of Capitalism (trans. R. H. Tawney), London.
32
Goethe ( 1967), Werke (Hamburger Ausgabe), 7th edn, Hamburg, vol. 8, p. 148.
33
Ibid., editor's notes, pp. 650-64.
34
Ibid., p. 141.
35
Goethe ( 1988), Sämtliche Werke, Gedichte 1800-1832, K. Eibl (ed.), Frankfurt/ M., 1. Abteilung, vol. 2, p. 744.
36
Herweghs Werke in einem Band, Nationale Forschungs- und Gedenkstätten der klassischen deutschen Literatur (ed.) ( 1977), Berlin and Weimar, p. 123.
37
Bollenbeck, Bildung, p. 199.
38
Cf. H. Plessner ( 1959), Die verspätete Nation, über die politische Verführbarkeit bürgerlichen Geistes, Stuttgart.
39
Quoted from Bollenbeck, Bildung, p. 211.
40
Cf. note 13.
41
Stiehl introduced the Preufßsche Regulative, also known as Stiehlsche Regulative ( 1854), which restricted the education of elementary teachers in accordance with narrowly Christian, reactionary and monarchic principles.
42
For this important concept in political culture cf. R. Dahrendorf ( 1969), Society and Democracy in Germany, New York, chap. 20.

TEXTUAL STUDIES

1. Wilhelm von Humboldt, 'Über das Studium des Altertums und des Griechischen insbesondere'

[. . .] Wenn nun irgend eine Vorstellung menschlicher Vollkommenheit Vielseitigkeit und Einheit hervorzubringen im Stande ist, so muß dies diejenige sein, die von dem Begriff der Schönheit und der Vorstellung der sinnlichen ausgeht. Dieser Vorstellungsart zufolge darf es dern moralischen Menschen ebensowenig am richtigen Ebenmaße der

einzelnen Charakterseiten mangeln, als einern5
schönen Gemälde oder einer schönen Statue an dern Ebenmaße ihrer Glieder; und wer, wie der Grieche, mit Schönheit der Formen genahrt, und so enthusiastisch wie er für Schönheit und vorziiglich auch für sinntiche gestimmt ist, der muß endlich gegen die moralische Disproportion ein gleich feines Gefühl besitzen, als gegen die playsische. Aus allem Gesagten ist also eine große

Tendenz der Griechen, den Menschen in der möglichsten Vielseitigkeit und Einheit10
auszubilden, unleugbar.

( A. Flitner (ed.) ( 1984), Wilhelm von Humboldt. Schriften zur Anthropologie und Bildungslehre, Frankfurt/M., p. 21)

-21-

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Education and Society in Germany
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • List of Figures vii
  • Preface ix
  • Notes xi
  • 1 - The German Concept of Bildung 1
  • Notes 18
  • Textual Studies 21
  • 2 - A Period of Transition: from the Formation of the Empire to the First World War 26
  • Notes 42
  • Textual Studies 44
  • 3 - The Weimar Republic: Reform and Reaction 50
  • Notes 63
  • Textual Studies 65
  • 4 - Education and Ideology Under National Socialism 71
  • Notes 84
  • Textual Studies 86
  • 5 - Re-Education After 1945 91
  • Notes 105
  • Textual Studies 108
  • 6 - The Education System of the Federal Republic 1949-1989: the Reluctant Process of Modernization 113
  • Notes 130
  • Textual Studies 133
  • 7 - Education in the Former Gdr: Socialist Education in Theory and Practice 137
  • Notes 153
  • Textual Studies 155
  • 8 - Trends in Education and Society Since Unification 159
  • Notes 176
  • Textual Studies 179
  • Select Bibliography 183
  • Index 188
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