By Julian Dierkes
How did East and West Germany and Japan reconstitute nationwide identification after international conflict II? Did all 3 adventure parallel reactions to nationwide trauma and reconstruction?
History schooling formed how those countries reconceived their nationwide identities. as the content material of heritage schooling used to be managed by means of diverse actors, heritage schooling fabrics framed nationwide id in very other ways. In Japan, the place the curriculum used to be managed by means of bureaucrats bent on protecting their purported neutrality, fabrics enthusiastic about the empirical development blocks of background (who? the place? what?) on the price of discussions of ancient accountability. In East Germany, the place get together cadres managed the curriculum, scholars have been taught that global warfare II was once a capitalist aberration. In (West) Germany, the place academics managed the curriculum, scholars have been taught the teachings of disgrace after which regeneration after historians grew to become clear of grand nationwide narratives.
This booklet exhibits that buildings of nationwide identification will not be simply malleable at the foundation of ethical and political matters simply, yet that they're topic to institutional constraints and possibilities. In an age whilst post-conflict reconstruction and reconciliation has turn into a massive concentration of overseas regulations, the research deals vital implications for the parallel revision of portrayals of nationwide background and the institutional reconstruction of policy-making regimes.
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Additional info for Postwar History Education in Japan and the Germanys: Guilty lessons
In educational policymaking, the most signiﬁcant change was the ascent of Margot Honecker to the SED’s Central Committee and to the post of Minister of People’s Education in 1963. Margot Honecker began her career in leadership roles with the socialist youth movement, as had her husband, Erich Honecker. Having only completed eight years of schooling herself, she was ironically known as “Miss Education” in the GDR. Since she remained a member of the Central Committee and also retained her post as minister until November 1989, she dominated education, together with a small number of other individuals such as Gerhard Neuner, the long-serving president of the Academy of Pedagogical Sciences.
While all postwar students in Japan and East Germany attended middle schools, (West) German students were slotted into one tier of the three-tiered secondary system after elementary school. Of the three tiers, Realschule is the middle tier and is, in principle, aimed at training students to become skilled workers after an apprenticeship, although these aims are increasingly shifting in practice as well as in theory. Realschule would take students through to the 10th grade in distinction with the lower tier Hauptschule that ends after the 9th grade, and the university-preparatory Gymnasium that ends after the 12th or 13th grade.
Prior to the increased Stalinization of party rule in 1951, alternatives to Soviet policies were often considered, but were rejected on the basis of their non-conformity with Soviet and, ultimately, German goals. While this rejection early on might have been based on the use of (oppressive) power by the Soviet occupiers, it then led to self-censorship on the part of East German policy-making elites. The East German Educational Policy-Making Regime Through to 1989 The success of the early postwar reforms institutionalized a regime that endured for the entire history of the GDR and placed all power over education in the hands of the socialist party leadership.