‘Education for Democracy’: a new analysis of an example of intercultural influence

Abstract

ABSTRACT Post‐war Germany presented a unique example of a country with a strong cultural and educational tradition which was in need of democratisation. As one of the occupying powers, the British saw educational reform as a key element to this. Their idea of ‘education for democracy’ gave rise to a controversy concerning ‘re‐education’ versus ‘educational reconstruction’, which is analysed in this article, thereby revealing basic assumptions and aims. Universities were intended as a major area for reform in the New Germany. It is seen that the initial British role of strict control was quickly transformed into an advisory and supportive function, for which the involvement of the British University Officers was vital. An example of a well meaning but failed implementation of change, i.e. the 1947 AUT delegation, is contrasted with the work of the University Reform Commission of 1948. The latter laid the foundations for a new start, recommending in particular stronger links between universities and adult education. Some examples of these are brought out here. By adopting a systematic rather than a solely historical stance, the conclusions drawn are transferable to other, comparable situations ultimately concerned with intercultural understanding, and to contemporary intercultural issues in Education.