CONTEXTS OF COLONIALISM

The contributions to the collection under review offer a wide range of treatments of ways in which German colonialism intersected with aspects of domestic German culture and politics, with particular attention to the larger global setting in which the German colonial empire existed between 1884 and 1918—or was remembered up to 1945. The review situates and critiques the contributions in interpretive contexts based on general suggestions by one of the editors, Geoff Eley. These include a context in which “colonialism” and “imperialism” are recognized as specific discursive constructions of the late nineteenth and early twentieth centuries, another in which the causal focus in interpreting colonial phenomena is placed on exchanges that constituted an accelerating globality with which available conceptual modes (including colonialism and imperialism) could not keep pace, a third that complicates the categorical distinctions usually made between types of imperial program, and a fourth that aims at replicating on a much broader and more flexible basis something like the concept of “social imperialism” that forty years ago dominated interpretations of German imperialism. The essay ends with a view of how such an interpretive framework might be constructed.     

Die ‚Deutsche Physik’︁ in der Selbstkritik des NS‐Ideologen Alfred Bäumler

In 1944, the Nazi ideologist Alfred Baeumler wrote a memorandum for his boss Alfred Rosenberg, Adolf Hitler's commissioner for the political education of party members. In this sensational memo, which did not become known until long after 1945, Baeumler spoke out against the promotion of under‐performing physicists who oust highly‐qualified non‐Nazi scientists at the universities without submitting adequate research results. – Rosenberg's response is not known. What is known, however, is that Baeumler did not manage to change the situation criticised by him.     

‘Wanderer,kommst du nach Pforta …’: the tension between Classical tradition and the demands of a Nazi elite-school education at Schulpforta and Ilfeld, 1934–45

This paper explores the tensions which arose when Schulpforta, Germany's leading humanistic boarding school, was forcibly turned into a Nazi elite school (a Nationalpolitische Erziehungsanstalt, or Napola). The time-honoured traditions of Christianity and enlightened humanism previously cultivated at the erstwhile Landesschule zur Pforta (alma mater of Fichte, Ranke and Nietzsche) were swiftly subordinated to the demands of National Socialist ideology. Schulpforta, a former monastic foundation, was radically dechristianised, and the school's Classical curriculum soon served only to emphasise those aspects of Greco-Roman Antiquity which could ‘help the Third Reich achieve its destiny’, portraying the Greeks and Romans as proto-National Socialists, pure Aryan ancestors of the modern German race. The Napola curriculum focused on sport and pre-military training over academic excellence, and contemporary documentary evidence, memoirs and newly obtained eyewitness testimony all suggest that the Napola administration wished to assimilate Pforta with any other Napola. This idea is borne out by comparing the case of Napola Ilfeld, a former Klosterschule (monastery school) with a similar history. By the mid-1940s, Ilfeld had lost almost all connection with its humanistic past. Ultimately, we can see the erosion and Nazification of these schools' Christian and humanistic traditions as exemplifying in microcosm tendencies which were prevalent throughout the Third Reich.     

Das türkische Exil als Geschichte von Frauen und ihr Beitrag zum Wissenschaftstransfer in die Türkei von 1933 bis 1945

When the National‐Socialists from the year 1933 forced jewish civil‐servants and professionals to leave their jobs with restrictive laws against different professional groups, among those who left the country in order do find new openings were many women. For many of them the exile meant the break up of their academic career. However, those who found a new occupation in the Turkish university reform the Turkish state started in 1933 made an important contribution to a successful project of science transfer the large group of emigrants from Germany and Austria carried out in Turkey between 1933 and 1945. The article shows how exiled German and Austrian women especially in the medical professions took part in the innovational shift of science and learning of the Turkish universities and the clinical practice in the institutions of public health.