Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
How effective were Nazi education policies
An enquiry into the treatment of Jews in the Nazi Germany
An enquiry into the treatment of Jews in the Nazi Germany
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: How effective were Nazi education policies
The article talked about the Axis countries after the WWII specially Germany in term of Jewish. Education was one of the important ways for the Nazi Government because they use this kind of sectors to make people or children to be more loyal to the Nazi government. Education had an important role in the Nazi Government to make people to be more following loyal to the Nazi Government because the Nazis believed that the education make the loyal future people from the Nazis. Also, majority of the teacher were the member of the Nazi German. In the Nazi education, the children learn to follow the entire rule that the Nazi created. Also, children taught that Hitler who was the Nazi leader was the only true leader for Germany and children should fight …show more content…
Therefore, the German wants to change the education system, especially Germany in term of their views of the Jewish people. The Nazis killed a lot of Jewish people and they did not let Jewish people live in Germany. Then, the Jewish should convert to Christiane or they would die. As a result, the German decided to change the system to a new one, and they wanted to give them a new view about the Jewish people. The only ways that teach the German people is to be done by the German itself because the people from German had been unfair by the Nazi doctrine, so they knew how to change the education system. It would be good idea because the German can change the system by changing the education system to a new one, and tell German people that was the wrong education that the Nazi used. Some people may say that the foreign people to change the education system should do it, but it was wrong because Germany had, it is own tradition, it was too difficult to bring someone that had a different culture to teach German people. The German would not accept that because they have their own tradition and culture. After the World War Two what is the truth system for the new …show more content…
They are well informed about liberal democracy but they don't have any experience. According to the Article, “If the Germans were to submit to re-education by foreigners, would lose their self- respect and therewith all sense of responsibility.” Then the paper goes on and talks about the reeducation of German concerning the Jew. And shows how the Jew would care what the German think of them because the Jew has their own honor too. And how we can reeducate the German about the Jew because the hate for Jew was part of their tradition. For most part they believe it can be done only through religion. The German Catholic clergy and a part of the Catholic intelligentsia might then become one significant agent of German re-education concerning the Jews. "On the other hand, two important groups of educators are much more liberal in this country than their opposite numbers in Germany are: the high school and college teachers and the Protestant clergy." In my opinion, it was the best chose for the German people to change the education system by their own people because they have their own tradition and
Even today, German schools teach their students at a young age about Germany's feelings towards the events of WWII. At some point in their education, all German students are required to visit a concentration camp. Basically, German schools treat the Nazi past as a history lesson. As a responsibility, Germans keep the memory alive through school in order to prevent another Hitler-like rule. “But most- and worst- of all, as we and all the world slowly learned about the full extent of Hitler's Final Solution, we realized that all Germans, no matter what they had suffered or whether they had participated in any way in the atrocities, would bear guilt, shame and dishonor, probably forever” (Hunt 218). In 2014, a German Quora user named Rebecca Kaßner gave her experience of visiting a concentration camp when she was on a school exchange
Germany was now being led by Adolf Hitler, a high school drop out who aspired to become an artist and was strongly anti-intellectual. Before Hitler, German universities had been considered some of the best in the world, but under Hitler’s rule, many young people living in Nazi Germany where very hard behind their peers from other western countries. Western education became secondary to teaching the youth mysticism, speculation and collective thinking toward a common goal and of course, the pursuit of a glorious future for Germany.
Hagen W (2012). ‘German History in Modern Times: Four Lives of the Nation’. Published by Cambridge University Press (13 Feb 2012)
These schools were intended to be universal and state funded, making use of normal schools to train teachers especially suited to imparting education within the given state system. While these normal school trained volkschule and vorschule teachers within the Prussian schools were indeed superior to their American contemporaries, the problems with pedagogic training were not ignored, even by Mann. “The secretary was not completely oblivious to the dangers inherent in using institutions designed for an authoritarian society as models for a democracy, but he quickly dismissed them as inconsequential.” ( Tozer, S., & Senese, G. (2009) p.65) “If Prussia can pervert the benign influences of education to the support of arbitrary power, we surely can use them for support and perpetuation of republican institutions.” (Mann, H. (1844) p.23).
After The Great depression and World War I, Germany was left in a fragile state. The economy was ruined, many people were unemployed and all hope was lost. The Nazis believed it wasn’t their own fault for the mess, but those who were inferior to the German people. These Nazi beliefs lead to and resulted in cruelty and suffering for the Jewish people. The Nazis wanted to purify Germany and put an end to all the inferior races, including Jews because they considered them a race. They set up concentration camps, where Jews and other inferior races were put into hard labor and murdered. They did this because Nazis believed that they were the only ones that belonged in Germany because they were pure Germans. This is the beginning of World War 2. The Nazi beliefs that led to and resulted in the cruelty and suffering of the Jewish people
Jewish emancipation in Germany dates from 1867 and became law in Prussia on July 3, 1869. Despite the fact the prominence which Jews had succeeded in gaining in trade, finance, politics, and literature during the earlier decades of the century, it is from the brief rise of liberalism that one can trace the rise of the Jews in German social life. For it is with the rise of liberalism which the Jews truly flourished. They contributed to its establishment, benefited from its institutions, and were under fire when it was attacked. Liberal society provides social mobility, which led to distaste among those who had acquired some place in a sort of a hierarchy. Although many were, not all anti-Semites were anti-liberal, but most anti-Semites opposed Liberalism’s whole concept of human existence, which provides much equality.
“The modern German anti-Semitism was based on racial ideology which stated that the Jews were subhuman while the “Aryan” race was ultimately superior,” ("Nazi Propaganda"): (Goebbels)“I beg you and particularly those of you who carry the cross throughout the land to become somewhat more serious when I speak of the enemy of the German people, namely, the Jew, ("Nazi Propaganda"). “Streicher declared: "You must realize that the Jew wants our people to perish. That is why you must join us and leave those who have brought you nothing but war, inflation, and discord",” ("Nazi Propaganda"). “We know that Germany will be free when the Jew has been excluded from the life of the German people,” ("Ministry Of Public Enlightenment"). After Goebbels 's started to target the Jew’s with mean propaganda: It made blaming Jews a lot easier for Germany’s
The Youth was an important asset to Hitler’s as they would complete his 1,000 year and help the Nazis last forever. Kids were taught what Hitler wanted them to know and not what he wanted them to know so once after a few generations,
The United States education system would look quite different without the ideas brought to America by the German immigrants. Germany’s influence can be traced back to the beginning of our country. Their impact goes back to the first German settlement in 1608 at Jamestown, Pennsylvania. German immigrants to Colonial America brought with them their culture, traditions, and philosophy about education. Much of the formal education system currently in place in the United States has their roots in Germany. The German immigrants are responsible for the first kindergarten in America, introducing both physical and vocational education, and establishing a universal education for all students. They also had a strong impact on the beginning of universities in our country. The German people were deeply religious. These religious beliefs carried over into our new schools as our nation was formed. As far back as the 1700’s, the school was an avenue to establish superiority over other nationalities. This paper will investigate the influence that German immigrants have had on American education during the time when America was being colonized and onto later years . This paper will also examine how our modern education system has roots from the early German schools. It is my thesis that our modern education system has been strongly influenced by the German people that immigrated to America.
The Holocaust tends to be a bitter memory and an unpleasant subject to discuss. Although this event took place many years ago, repercussions are still present in the twenty first century. Especially in Germany, the Holocaust not only influences patriotism, but it also influences education and immigration policies. In contrast to other countries where nationalism is common, Germany has been forced to lessen the sense of nationalism in order to dispose false beliefs some individuals have of German racism. By allowing people from other countries to become German citizens, Germany avoids transmitting the sense of being a better and a cleaner race. A further sector influenced by the Holocaust is the education system. Approaches to teach about this event are difficult since the Holocaust is a sensitive issue and continues having vital importance in numerous families. Although the Holocaust continues conveying negative influences, the Holocaust also led to positive medical and technological improvements. In fact, numerous improvements are unknowingly implemented in societies today. Therefore, the Holocaust is one of the most horrific and influencing events in history whose repercussions are still felt in Germany today. However, in spite of the horrific occurrences, the associated medical findings and technological improvements make it intricate to look at the Holocaust as plainly evil. Thus, societies should view the Holocaust with a broader perspective.
German children would grow up under the impression that the Holocaust was “sins of their Fathers” and would be expected to deny the existence of the event. Studies show that most German children did not in fact think anything of the lack of Jewish in their environment due to the denial by their own people5. During the time of the Holocaust, the media and education was very meticulously manipulated to where it wasn’t as obvious as to what was taking place. German schools would educated pupils in a way that portrayed Hitler as good and Jews as different. Hitler also would found something known as the Hitler youth program in which the German children would attend in order to have early learning and military training. Youth were taught at a young age to respect the government and the leader, and would not be allowed to complete any action or thought that could conclude mistrust or suspicion to authority. The kids would live a life of mistrust and oblivious thinking due to events of the Holocaust, these practices have been passed down to further generations as
The phrase "a lesson to be learned and a tragedy to behold" has been indelibly attached to the Holocaust that to think of it in any other way is thought to insult all those of the Jewish community who lost their lives to the attempted genocide of their race by the Nazi regime. Despite such brevity attached to learning lessons from the Holocaust one must wonder whether the lesson has actually been learned or if people will continue to repeat the mistakes of the past. Angela Merkel, the current German Chancellor, has stated that the German experiment towards multi-culturalism has failed, those who wish to migrate into the country must learn the German way whether it is the language they speak, the culture they have or the very religion they hold dear . Such sentiments seem to echo those of the former Third Reich which held the German way, the Aryan way, as the only path to which people should attempt to pursue. While this paper is not trying to vilify the current German government nor is it trying to compare it to the Third Reich, the fact remains that the steps their government is taking fall uneasily close to that of their vilified predecessor. The fact is though, the German government is merely following through with the popular sentiment of its citizenry who believe immigrants coming into the country disrupts the German way of life and all attempts to live side by side in peace have failed. Despite being a predominantly Christian nation who supposedly follow the way of Christ, to hear them say that makes one wonder whether their claims truly reflects their deeds. It is from this situation that the essay of Eckardt and its view that the Holocaust is a "Christian Problem" becomes relevant to what is happening in the world today.
The Success of Nazi Policies Toward Education and Youth Hitler and the Nazi party had a range of policies to control education and the German youth. This was mainly to ensure loyalty to Hitler and the Nazi party. Some believed in these policies and other did not but it was fear and glory and the fear of social inadequacy that made most comply. Hitler and the Nazis wanted to control the education system and youth by controlling the teachers, pupils and the curriculum.
Therefore, the German people were pushed to move on and embrace democracy, but they still had a choice to make. They had to decide if they were willing to leave their old lives and beliefs behind, and embrace the new ideas that were being imposed upon
These new Jews were even more different to the average German, and it did not help matters that they brought cholera to the country in 1892. In other words, these Jews were not hated because of their actual religious beliefs and actions, but because of Germans’ unwillingness to accept diversity. This lends itself to the wider debate of racial Anti-Semitism vs. religious Anti-Semitism. Due to the phrase Anti-Semitism being coined by a ‘secular Anti-Semite’, Wilhelm Marr, it is reasonable to conclude that the rational side of Anti-Semitism was perhaps more important a factor than the irrational side was. Due to the growing popularity of Darwinism and other such scientific theories, people began to believe in the superiority of the Aryan race. The move to scientific Anti-Semitism made it even more difficult for Jews to assimilate; they could be as German as they tried, but would always be treated differently because of their ancestry. Jews could not win either way, as they were told to become more like everyone else and when they did become upstanding members of German society, they were resented for it. Ultimately, Jews were not hated for what they believed or did, but simply because they were Jews. Anti-Semitism was just a symbol of right-wing ideology and a code word for all that was hated by conservative Germans, from socialism to liberalism, and ‘hatred of