Traces the shifting sentiments of Germans towards U.S. education from the end of the 19th century through the Weimar period. Most German educators admired the U.S. school system because it combined a devotion to freedom and local responsibility with a strong homogenizing and nationalizing power. (MJP)

Attributes the divergence between U.S. and German approaches to educational psychology prior to World War II to the German emphasis on "Gestaltpsychologie." This approach focused on hermeneutics and philosophy rather than behaviorism. The emphasis on a total, interconnected philosophical approach was later corrupted by the Nazis into…

Traces the origins, development, and evolution of the German Association for American Studies from its inception in 1953 to the present day. The organization has endeavored to promote the knowledge of U.S. history and culture and to replace positive and negative stereotypes with an unbiased view of the United States. (MJP)

Examines the career and contributions of Walter Kaufmann. A refugee from Hitler's Germany, Kaufmann set himself the unlikely task of trying to revive interest in Hegel and Nietzsche in the United States. Kaufman's work as a translator, interpreter, and teacher of German philosophy had a long-term impact on U.S. intellectuals. (MJP)

Profiles the post-war efforts of Anna Haag, a German author and journalist. After visiting the Women's Service Bureau through a tour organized by the American League of Women Voters, Haag was inspired to establish the Arbeitsgemeinschaft Stutgarter Frauen. This organization engaged in social work and citizenship training for women. (MJP)

Compares the development of Women's Studies, as academic discipline and as cultural movement, in Germany and the United States during the 1960s and 1970s. Discusses their divergent paths in the context of the development of broader feminist movements and of structural changes within higher education in both countries. (MJP)

Discusses the indebtedness of German pedagogical thinking to the U. S. progressive education movement. Specifically examines the "New Educational Fellowship," a socialist and pacifist organization founded in 1925 in Heidelberg (Germany) and joined in 1932 by U.S. progressive educators. Profiles several schools that institutionalized this…

Examines the approaches taken, the topics discussed, and the practical results of the 1944 conference, "Germany after the War." Organized and led by psychiatrist Richard Brickner, the conference focused on reeducation, institutional change, and psychological rehabilitation. The conference recommendations became highly relevant in the…

Compares the reeducation efforts of post-war Germany with the role played by education supporting the German reunification with East Germany. Examines parallels involving autonomy and self-determination with the earlier Bavarian controversy. Concludes that Western-style educational reforms alone will not be able to create pluralistic societies in…

Profiles the career and contributions of Abraham Flexner, a U.S. progressive turned conservative under the influence of German higher education. Fascinated by the high standards of teaching and research at German universities, especially in the medical facilities, Flexner became a pioneer in transatlantic comparative educational studies. (MJP)

Utilizes German archival records to illuminate crucial post-war events at Heidelberg University. The university became the focal point of attempts to define the theoretical and practical meaning of "geistige Umerziehung" (spiritual reeducation). Discusses the conflict between U.S. authorities and such esteemed German scholars as Karl…

Presents a biographical profile of Heinrich Roth, a psychologist and educator who had served in the Wehrmacht's political warfare division. Roth later experienced a spiritual and professional rebirth becoming completely immersed in U.S. educational theory. He devoted the rest of his life to developing a democratically-oriented theory of learning…

Characterizes U.S. Edward Y. Hartshorne as a "manager of German social recovery." An instructor at Harvard University and protege of sociologist Talcott Parsons, Hartshorne was instrumental in the post-war reopening of German universities. Discusses Hartshorne's activities in military intelligence and psychological warfare, as well as…

Profiles the reeducation and denazification efforts aimed at the training of doctors, lawyers, teachers, and engineers. The efforts espoused few radical innovations and generally supported a return to the well-regarded conditions of the Weimar Republic. These efforts laid the foundation for later reforms in the 1960s. (MJP)

Suggests that Hollywood may have been as effective as exchange programs and citizen training centers as an agency of reeducation. Mainstream U.S. films succeeded as a positive socializing force in spite of the low priority given to them by the military authorities. Includes a list of 32 officially sanctioned films. (MJP)