Young People under the Third Reich. The Hitler Youth and its Opponents. Documents and Analyses

1983 ◽  
Vol 16 (2) ◽  
pp. 170-171
Author(s):  
Günter Wollstein ◽  
Keyword(s):  
Young People ◽  
Third Reich ◽  
The Third ◽  
The Third Reich ◽  
Hitler Youth

scholarly journals A EDUCAÇÃO NA ALEMANHA DURANTE O TERCEIRO REICH E SEU PAPEL NA DOUTRINAÇÃO DAS CRIANÇAS E JOVENS

2018 ◽  
Vol 1 ◽  
pp. 71
Author(s):  
Gabriele Alves Vicente ◽  
Marcos Antônio Witt
Keyword(s):  
Young People ◽  
Extracurricular Activities ◽  
Third Reich ◽  
School Curriculum ◽  
Nazi Party ◽  
Adolf Hitler ◽  
Children And Young People ◽  
Regular School ◽  
The Third Reich ◽  
Hitler Youth

O presente trabalho analisa as modificações instauradas no sistema educacional alemão regular e extracurricular durante o período correspondente ao Terceiro Reich (1933-1945) e sua influência na formação das crianças e jovens. O objetivo constitui-se em ressaltar a educação escolar como um dos meios utilizados pelo partido nazista para propagar sua ideologia sobre a juventude, destacando as transformações ocorridas dentro do currículo escolar regular. E, ainda, o empenho por parte do partido no que diz respeito ao incentivo da continuidade dos ensinos ideológicos nazistas em atividades extracurriculares como a Organização denominada Juventude Hitlerista, em alemão – Hitlerjugend. Essa Organização visava aprofundar ainda mais na mente dos jovens todas as ideias centrais do nazismo com o intuito de que essa geração mais nova se submetesse fielmente ao seu Führer. A metodologia empregada para a realização desta análise baseou-se principalmente em duas obras, que são: Juventude Hitlerista: mocidade traída, lançado em 1973 por H. W Koch e Juventude Hitlerista: a história dos meninos e meninas nazistas e daqueles que resistiram, publicado em 2006, por Susan Campbell Bartoletti. Com essa análise, torna-se possível compreender, na medida do possível, o por que naquele momento específico, grande parte da juventude alemã aceitou e apoiou a construção da identidade da nação almejada e idealizada por Adolf Hitler e o nacional-socialismo.Palavras-chave: Nazismo. Educação. Doutrinação. Juventude Hitlerista. ABSTRACTThe present work analyzes the changes established in the German regular and extracurricular educational system during the period corresponding to the Third Reich (1933-1945) and its influence on the education of children and young people. The objective is to emphasize school education as one of the means used by the Nazi party to propagate its ideology under youth, highlighting the transformations which had occurred within the regular school curriculum. And its commitment to ensure continuity in the Nazi ideological teachings in extracurricular activities like the Organization called Hitler Youth, in German – Hitlerjugend. This organization aimed to intensify in the minds of young people all the central ideas of Nazismin order that younger generation would submit faithfully to their Führer. The methodology employed to carry out this analysis was based mainly on two works, which are: Hitler Youth: Betrayed youth, launched in 1973 by H. W Koch and Hitler Youth: the story of Nazi boys and girls and those who resisted, published In 2006, by Susan Campbell Bartoletti. Thus, through this analysis, it is possible to understand, up to a certain point, the reasons why at that particular time, most part of the German youth accepted and supported the construction of the nation identity sought and idealized by Adolf Hitler and National Socialism.Keywords: Nazism. Education. Indoctrination. Hitler Youth.

scholarly journals THEORETICAL FUNDAMENTALS OF EDUCATION IN GERMANY IN 1933-1945.

2021 ◽  
pp. 71-76
Author(s):  
A. GOBOZASHVILI
Keyword(s):  
Young People ◽  
Primary School ◽  
Education System ◽  
Professional Training ◽  
Age Groups ◽  
Third Reich ◽  
Decentralized System ◽  
The Third ◽  
German Education ◽  
The Third Reich

It was found that the National Socialists paid considerable attention to education and upbringing, setting before these areas specific tasks: the dissemination and support of a new worldview. Within a few years, the face of German education was radically changed: it began to serve a single purpose - to educate fanatics who are not able to critically perceive the reality around them. The conceptual constructions of education and upbringing in the Third Flight did not differ either in the originality of thinking, which gave way to freedom due to ideology, or in the honesty of the pedagogical mind.It was established that education in the Third Reich, according to A. Hitler, should not be reduced to classes in suffocating classrooms: it had to be, according to certain age groups, supplemented by Spartan, political and military training.An analysis of the process of centralization of the education system of the Third Reich. In 1933, government decrees were passed to begin the nationalization of the entire educational system of the country from primary school to universities. The first practical steps in the implementation of this course were the decrees adopted in May 1934 on the establishment of the Imperial Ministry of Science, Education and Public Education, headed by Bernhard Rust, and the replacement of the decentralized system of educational management with a centralized one.It has been established that school textbooks have been reworked in a racist and anti-Semitic spirit. In accordance with ideological requirements, the nature of teaching certain subjects, including geography, has changed. Thus, school curricula ranged from geographical to “geopolitical” in order to suggest to young people that state borders should be constantly changing, depending on the development of Germany’s need for “living space”. There were also new items needed to prepare young people for the Nazi plans. In addition to military affairs from the 1934-1935 academic year, the discipline of “orienteering” was introduced. The network of out-of-school Nazi children’s and youth organizations is characterized: “Pimpfe”, “Jungfolk”, “Hitler Youth”, “Jungmedhen”, “Bund Deutscher Medhen”.It has been proven that during the 12 years of the Third Reich’s existence, the entire education system collapsed catastrophically when it began to be adjusted to the standards of the Nazi dictatorship. The “reforms” carried out by the Nazi leadership in the German education system had catastrophic consequences. In particular, there was a sharp decline in the level of intellectual and professional training of students; the system, which had previously enjoyed universal respect for the quality and scope of knowledge, dignity and validity, became an appendage to the Nazi Ministry of Propaganda; year after year, the level of preparation of students fell sharply at all stages - from primary school to universities.

Seeing Hitler's Germany: Tourism in the Third Reich. By Kristin Semmens. Basingstoke and New York: Palgrave Macmillan. 2005. Pp. xiv+263. $74.95. ISBN 1-4039-3914-4.

2006 ◽  
Vol 39 (2) ◽  
pp. 325-327
Author(s):  
Peter Fritzsche
Keyword(s):  
New York ◽  
Great Depression ◽  
Third Reich ◽  
The Third ◽  
The Great Depression ◽  
Overnight Stay ◽  
Labor Service ◽  
The Third Reich ◽  
The Way ◽  
Hitler Youth

Between the two world wars, Germany was on the move. The slowdown of the Great Depression notwithstanding, more and more Germans took vacations and enjoyed weekend adventures, and when they traveled, they did so to destinations farther and farther away from home. Along the way, they filled up trains, hotels, and youth hostels. And it was very much Germany that Germans wanted to explore, following as they did quite explicit itineraries of the idealized nation. “Seeing Germany,” as Kristin Semmens puts it, was a way of possessing and occupying Germany. This was quite deliberately the case for the hundreds of thousands of visitors who took special trains to Stahlhelm marches, Reichsbanner demonstrations, and, later in the 1930s, the Nuremberg party rallies, for which more than 700 special trains were pressed into service in 1938. “Seeing Germany” was also at the heart of the new tourist practices the Nazis created: the camp experiences of the Hitler Youth and the rural outposts of the Reich Labor Service. Patriotism required an overnight stay.

The Language of Ideology: Lingual Manipulation of Readers in German Literature of the Third Reich

2005 ◽  
Vol 1 ◽  
Author(s):  
Steven Michael Press
Keyword(s):  
German Literature ◽  
Third Reich ◽  
National Socialist ◽  
Critical Studies ◽  
The Third ◽  
Historical Argument ◽  
Underlying Basis ◽  
The Third Reich ◽  
Post War ◽  
German People

In recognizing more than just hyperbole in their critical studies of National Socialist language, post-war philologists Viktor Klemperer (1946) and Eugen Seidel (1961) credit persuasive words and syntax with the expansion of Hitler's ideology among the German people. This popular explanation is being revisited by contemporary philologists, however, as new historical argument holds the functioning of the Third Reich to be anything but monolithic. An emerging scholarly consensus on the presence of more chaos than coherence in Nazi discourse suggests a new imperative for research. After reviewing the foundational works of Mein Kampf (1925) and Myth of the Twentieth Century (1930), the author confirms Klemperer and Seidel’s claim for linguistic manipulation in the rise of the National Socialist Party. Most importantly, this article provides a detailed explanation of how party leaders employed rhetorical language to promote fascist ideology without an underlying basis of logical argumentation.

Issues Surrounding the Development of the Neo-Nazi Scene in East Berlin

2000 ◽  
Vol 33 (2) ◽  
pp. 45-50 ◽  
Author(s):  
Eric Brothers
Keyword(s):  
New York ◽  
German Democratic Republic ◽  
Democratic Republic ◽  
Third Reich ◽  
Communist Regime ◽  
The Political ◽  
Social Culture ◽  
East Berlin ◽  
The Third ◽  
The Third Reich

The rise of neo-Nazism in the capital of the former German Democratic Republic (GDR) was not inspired by a desire to recreate Hitler's Reich, but by youthful rebellion against the political and social culture of the GDR's Communist regime. This is detailed in Fuehrer-Ex: Memoirs of a Former Neo-Naxi by Ingo Hasselbach with Tom Reiss (Random House, New York, 1996). This movement, however, eventually worked towards returning Germany to its former 'glory' under the Third Reich under the guidance of 'professional' Nazis.

A war hero or a Hitler soldier?

2019 ◽  
pp. 50-57
Author(s):  
Pavel Gotovetsky
Keyword(s):  
Twentieth Century ◽  
World War Ii ◽  
Interwar Period ◽  
Military Service ◽  
Third Reich ◽  
National Committee ◽  
World War ◽  
The Third ◽  
The World ◽  
The Third Reich

The article is devoted to the biography of General Pavlo Shandruk, an Ukrainian officer who served as a Polish contract officer in the interwar period and at the beginning of the World War II, and in 1945 became the organizer and commander of the Ukrainian National Army fighting alongside the Third Reich in the last months of the war. The author focuses on the symbolic event of 1961, which was the decoration of General Shandruk with the highest Polish (émigré) military decoration – the Virtuti Militari order, for his heroic military service in 1939. By describing the controversy and emotions among Poles and Ukrainians, which accompanied the award of the former Hitler's soldier, the author tries to answer the question of how the General Shandruk’s activities should be assessed in the perspective of the uneasy Twentieth-Century Polish-Ukrainian relations. Keywords: Pavlo Shandruk, Władysław Anders, Virtuti Militari, Ukrainian National Army, Ukrainian National Committee, contract officer.

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