Deutsche Pädagogik zwischen Kriegsverherrlichung und Friedenssehnsucht

Abstract

Abstract German Philosophy of Education between Preparation for War and Desire for Peace From both a historical and critical perspective, the article reconstructs the problematic transition of German Philosophy of Education from an enlightened to a romantic thinking as well as from the state’s political concept of orientation to that of the people in the nineteenth and early twentieth centuries. This reveals a strange fluctuation of pedagogy in theory and practice between a latent preparation for war on the one hand and a vague longing for peace on the other hand.