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This paper examines the changes in infant homes for children under the age of three in West Germany after the Second World War by combining two research perspectives. First, it will show that the increase in institutional care in the decade after 1945 was not simply dictated by a growing number of orphans. Instead, it primarily resulted from the way how authorities dealt with single mothers and their children. In a second step, the adverse influence of "Maternal Care and Mental Health," the WHO report by British psychiatrist and psychoanalyst John Bowlby, will be analysed. It will become clear that this monograph from 1951 was enormously influential within West German infant home education, such that institutional care for children under the age of three was almost completely abolished only a few years later. Thus, the paper contributes to the historization of residential childcare and of attachment theory.

This paper attempts to reinterpret asylum theory (1954) propounded by Ortwin Henssler (1923-2017) as a free-space theory of education, as a way of grasping the problematic nature of 'pedagogical protection.' The theoretical potential of Henssler's thought has been more appreciated, accepted, and developed in Japan than in his native Germany. First, I outline Henssler's theory of asylum and show how his theory has been received and developed in Japan, especially in the fields of historical researches. Secondly, I discuss the possibility of reading Henssler's thought of asylum as a theory of 'pedagogical protection.' Thirdly, I consider whether it is possible to interpret 'free space' in education based on the model of asylum. Finally, I delineate some prospects for and challenges involved in connecting the theory of asylum to the theory of education.

Klaus Mollenhauer (1928-1998) is one of the most important German theorists of education in the postwar era. Mollenhauer is often remembered in Germany today for his first book titled "Education and Emancipation: Polemical Sketches," but he received international renown for his final monograph, "Forgotten Connections: On Culture and Upbringing." Although Mollenhauer characterized Forgotten Connections as actually working to move towards a more "substantial conception of emancipation," many of his followers and colleagues such as Kaufmann et al. saw it as nothing less than an act of "infidelity to those who had taken on his emancipatory pedagogy" (Kaufmann et al., 1991: 86). In the light of these differences in emphasis and interpretation, this paper provides an overview of "Forgotten Connections" that (following Wivestad and Saevi) sees it as presenting six main questions and themes--ranging from "Why do we have children" to "How can we respect and draw out a child's inherent character?" However, in doing so, this paper simultaneously traces Mollenhauer's own efforts to develop a more substantial concept of personal and political emancipation in this text.

In 2018, the toy manufacturer Playmobil launched a 'History Class' as an addition to its 'Furnished School Building'. The materiality of this toy, and the selection of teaching media represented in coloured plastic (a blackboard with timeline, magnifying glass, parchment roll, stone axe, posters and other sources), convey an idea of history education based on hands-on learning, a variety of methods, original encounters and work with historical sources. This paper presents results of an international research project in which 12 children in Germany and Switzerland were interviewed with the help of this toy as a stimulus. The aim was to find out to what extent children are able to deconstruct the toy as a historical-cultural product. In addition, the interviews were intended to grasp the children's views on the ideal teaching of history. The data are evaluated using grounded theory methodology. The results show that the pupils express clear wishes as to how history teaching should be structured. A critical distance to the toy was not taken.

Since 1933 marked the end of autonomous and democratic women's associations, historiography tends to neglect the study of feminist voices under National-Socialism. This paper looks at one of "völkisch" feminist movement's leaders, writer and journalist Sophie Rogge-Börner (1878-1955), whose claims for gender equality were rooted in anti-Semitism and scientific racism. In its first section, the paper will present the core aspects of her racial-feminist discourse. The second section will discuss Sophie Rogge-Börner's philosophy of education in detail to compare her conceptions to the official national-socialist ideology. By doing so, this paper will address the issue of women's engagement, agency, and autonomy in the radical right.

The article presents the summary of a conference that focused on newspapers in Europe during the 19th and 20th centuries. It was held May 12-13, 2011 in Münster, Germany. Topics under discussion included the national history associations and their media publications, the regional online newspaper, called "Rosenland. Zeitschrift für lippische Geschichte," and the regional and historical newspapers being published in Southern Tyrol (Trentino-Alto Adige), Italy.

Objective: To describe the ongoing process of German psychiatric reform and the structure and functioning of mental health services. Method: Information sources used include official reports describing mental health services, relevant publications related to organization and functioning of services. Results: There has been far-reaching change in mental health care since the late 1960s: psychiatric hospitals have lost about 50% of their beds and one psychiatric hospital has been closed. One hundred and sixty-five general hospital psychiatric units have been built up. Out-patient, community and residential services have been developed. There is a lack of diversified residential and rehabilitation services, particularly for the most severely ill. Co-ordination of care is not always ensured, transfer of patients to remote nursing homes has occurred in some places. Carers and service users articulate their views to an increasing degree. Conclusion: Political and professional enthusiasm have been important in implementation of the German reform. Evolving it further will require major efforts. [ABSTRACT FROM AUTHOR]

In November 2019, the Smithsonian hosted the "Transatlantic Seminar for Museum Curators and Educators: Museums as Spaces for Social Discourse and Learning." The program brought together German and American museum professionals and was co-sponsored by the Leibniz Institution, the Smithsonian Institution, and Fulbright Germany. On July 20, 2020 Britta Horstmann and Barbara Stauffer, two of the seminar participants, had the pleasure of sitting down with museum directors from two of the sponsoring organizations: Volker Mosbrugger, Director General of the Senckenberg Society for Natural Research, a member of the Leibniz Institution, and Kirk Johnson, Sant Director of the Smithsonian's National Museum of Natural History. The lively conversation covered a variety of topics, ranging from the imperative of sharing stories about an object's provenance to the power of harnessing citizen scientists to the importance of digitization, and suggested ideas for how U.S. and German museums might create a cooperative network for the future. While their perspective(s) are based on their experience(s) with large natural history museums, many of these themes are relevant for smaller, non-science museums as well.

There are many arguments about Heidegger's work "Being and Time" (1954). Many critics believe that Heidegger provides a new way of understanding ourselves from a philosophical perspective. However, while some critics emphasize the de-Nazification of Heidegger's thinking, other still promote the notion that "Being and Time" is pro-Nazi. What is more, this new way of understanding brings a new challenge to education. In this paper, the concepts of "Volk" (people) and its relation with "Being and Time" is studied. Also, education is investigated in order to bring up authentic "Dasein" on Heidegger's view. The exploration undertaken in this paper illustrates that the concept of "Volk" is not, in Heidegger's view, related to the biological features of a race, but to the mood of attunement to Being, which itself is determined by its historicity and its capacity to bring about both differentiation and order. In general, Heidegger's interpretation of work is based on his concept of "Dasein" in the "Being and Time" and, as Radloff ((2007) "Heidegger and the Question of National Socialism: Disclosure and Gestalt." Toronto: University of Toronto Press) believed, this is not tactical accommodation to Nazism. In "Being and Time," Heidegger tries to save "Dasein" from everydayness and what he calls "the they" by calling attention to be authentic. In Heidegger's (1985) view, the questioning process unlocks the essentials in things by forcing us to focus on what would seem to be simple and obvious. Also questioning "Dasein's" beliefs and behaviours unfold the causes of them and is a way of bringing up an authentic "Dasein" and open-minded person. In order to achieve this, we need an authentic teacher who is not lost in "the they." Hence, we might speculate that if schools follow Heidegger's thinking, they would be attractive places in which to provide situations for students to ask question and not be bored. Students are encouraged to learn while pursuing questions. They are active and eager learners who learn through rethinking matters, even if these matters are completely obvious. They learn about them in a manner that their thinking enters unconcealment. If this were the case, education might lead students to become more thoughtful.

In German music education, the term "community music" is almost unknown. There could be various reasons for this fact such as a lack of community music activities in Germany, terminological problems concerning the German translation, or an appropriate explanation of the term "community music." This paper will discuss some of these issues, starting with the common problems Germans have with the concept of community music regarding the notion of community and non-musical goals. Furthermore, an overview of activities that might qualify as community music will lead to a brief examination of one the most important music education projects of the last decade, "Rhythm Is It!". Finally, this paper offers some future perspectives about how to include German music education in the international discussion on community music.

This paper is an introductory survey of the evolution of multiculturalism in Britain and Germany over the past two centuries. The historical approach argues that the main determinants of difference between these nation states lie in their long-term traditional attitudes towards immigrants and ethnic minorities. It focuses upon the patterns of immigration into Britain and Germany as well as the differing imperial traditions, which have both left differing legacies. An equally important historical factor has been the legal position of aliens in the two states, in which, until very recently, Britain adopted a policy of "jus solis", whereas Germany pursued one of "jus sanguinis". The paper then examines the realities of multiculturalism in the two states. Due primarily to the historical traditions of nationality legislation, immigrants and their descendants in Britain have come to play a more important role in recent British history than their contemporaries in Germany, particularly if we examine their role in the political process and in popular culture. While the conclusion reiterates the differences, it also stresses that we should not view Britain and Germany as the opposite ends of the multicultural spectrum, as both are modern liberal democracies with significant ethnic minority populations.

The author comments on the study exploring the association between tobacco consumption and lung cancer which was published in Nazi Germany in 1943. He outlines the findings of the study which revealed that lung cancer patients were more likely to be moderate, heavy or very heavy smokers. He compares the 1943 study to another study by Mueller published in 1939.

The article examines the attitudes of German writer Johann Wolfgang von Goethe toward the monetary policies of his times, in the late eighteenth and early nineteenth centuries. The author surveys in particular how Goethe's assessment of paper money changed over time, specifically against the backdrop of the Napoleonic Wars in Europe and their economic and financial effects. In this context, he also discusses Goethe's understanding of the causes of inflation, his dissatisfaction with Austrian fiscal and monetary policies during this time, and Goethe's advocacy against the introduction of paper money in the Duchy of Sachsen-Weimar-Eisenach in Germany, where he served as privy councilor, following his reading of an essay on the subject by Swiss economist Jean-Charles-Léonard Simonde de Sismondi.

The article examines the history of the recycling of household waste in the Federal Republic of Germany in the second half of the twentieth century. The author situates this history within the broader context of the history of waste management in Germany, particularly with regard to a long-established tradition of salvage trade. Issues considered include the introduction of recycling as a response to critiques of consumerism, political and economic constraints on the introduction of recycling programs, and the use of paper recycling as pilot projects in the development of public-private partnership concerning waste management.

This paper examines trends in school-to-work transitions of young men and women with lower and higher secondary education in West Germany between 1984 and 2005. This period was marked by an increase in young women's educational attainment and a continuous growth of the service sector. We assume that both developments have benefited women more than men in terms of smooth labour market integration. Results from discrete event history analyses show that in recent years women indeed found their first job faster than men. However, this is not mainly due to an improvement in young women's chances to enter employment, but to deteriorating employment prospects of men, in particular of unskilled men. (Contains 6 figures, 1 table, and 8 notes.)

Martin Luther remains a complex, contradictory figure whose impact on modern Western history cannot be overstated. Among the most controversial aspects of Luther's work is his ambivalent perspective of the Jews. The early Luther viewed the Jews warmly, depicting them as Christianity's historical and religious ancestors. Later, however, he unleashed vitriolic antisemitic statements that called for the isolation and eventual exclusion of the Jews from German society. This paper sets Luther's antisemitism in historical context, proposing that educators in Christian settings should include the study of this aspect of Luther's work as they present curricula in various courses of study. (Contains 7 footnotes.)

Examining history from the perspective of investigators who wrestle with involved scenarios for which no simple answers exist, or from which no obvious conclusions can be drawn, allows students to understand the historiographic process and the complex nature of historical events, while gaining valuable practice in applying analytical and critical thinking skills. This paper provides a lesson plan that illustrates the application of such higher-order thinking processes to a specific historical topic. The goal of this lesson plan is two-fold: (1) to provide students with factual knowledge about Jewish emigration from Germany during the Nazi era; and (2) to complicate student thinking about that emigration, thus fostering analytical and critical thinking processes that will allow students to consider historical events in increasingly sophisticated ways. This lesson plan asks students to evaluate the decision to stay or leave Germany from the perspective of German Jews (or Jewish Germans) who were faced with what became, in time, a matter of life or death. (Contains 19 resources and 63 notes.)

If for much of the nineteenth and twentieth centuries, the "Battle of the Teutoburg Forest", fought in 9 CE between Roman armies and Germanic tribes, was predominantly a reference point for nationalist and chauvinist discourses in Germany, the first decade of the twenty-first century has seen attempts to link public remembrance with local/regional identities on the one hand and international/intercultural contact on the other. In the run up to and during the "anniversary year" of 2009, German media, sports institutions and various other official institutions articulating tourist, economic and political interests attempted to create a new "glocalised" version of the public memory of the Teutoburg battle. Combining methods of Cognitive Linguistics and Critical Discourse Analysis, the paper analyses the narrative and argumentative "topoi" employed in this re-orientation of public memory, with a special emphasis on hybrid, post-national identity-construction.

Recent studies on primers from the time of the Third Reich in Germany show surprisingly little evidence of ideologisation. In comparison with other textbooks, national socialist contents were found to be present to a very limited degree. Rather than presenting the ideology, the books encouraged identification of the children with the presented image of the "German child" and thus with their own "Volksgemeinschaft" (ethnic community). This paper will investigate the reasons and context for these findings. In addition, it will analyse the image of the "German child" presented to the children and the underlying concept of moratorium. Furthermore, this study will show the continuous and effective use of the concept of the child's "power of innocence" ("Macht der Unschuld", Doris Buhler-Niederberger) as well as the aestheticisation of violence as a basis for the discursive construction of the image of the "German child". (Contains 4 figures and 33 footnotes.)

This paper explores the educational experiences of a specific group of refugees, namely academic women refugees who were members of various branches of the International Federation of University Women, and who came to Britain under the auspices of the British Federation of University Women from 1933. As a result of voluntary or forced migration some 400 such women from Germany, Poland, Czechoslovakia and Austria sought entry to Britain following Hitler's accession to power in Germany in 1933. The help they received from the specially formed Emergency Refugee Committee of the British Federation of University Women, not only in gaining entry to the country but in refashioning their pre-migration educational and academic achievements, is looked at in detail, and the extent to which the women were able to retrain, re-qualify or complete training courses curtailed by political events and migration is considered. (Contains 37 footnotes.)

This paper starts with the founding of UNESCO and the fundamental belief that humanitarian, social and political deficits in given societies can be corrected by means of education. The history of the UNESCO International Conferences on Adult Education (Elsinore, Montreal, Tokyo, Paris and Hamburg, 1949-1997) demonstrates the changes in perceptions of adult education, from literacy to lifelong learning, in which adult education is seen as both part of the continuum of education and an entity in itself. In course of time, the position of participants (governments, NGOs and experts) has changed likewise. Since the author was a member of the German delegation at several of these conferences he feels competent to analyse the proceedings and to describe the atmosphere as well. (Contains 13 notes.) [Abstract presented in English, Spanish, and French.]

Over the past five years, creativity has become a focus of attention for policy-makers in education. However, the increased interest in creativity has occurred as if without reference to any value framework. This article suggests that in fact an invisible underpinning value framework has been provided by western individualism, in turn both supporting and driven by the globalized capitalist marketplace. What could this mean for nurturing creativity with wisdom in schools? Working from the stance that wisdom involves making thoughtful, well-informed and appropriate judgments leading to sound courses of action with regard to the consequences, this paper discusses some significant objections to a market-driven model of creativity in education, discusses a possible framework for understanding creativity in a way which emphasizes responsibility as well as rights to expression and proposes wisdom as a necessary element of pedagogy. (Contains 3 notes.)

The evolving field of Book History has had difficulty in integrating the experiences of immigrant culture. In explaining the origins of print culture in North America, Book History has a tendency to associate lowbrow with immigrants and their struggles to establish a foothold in a new land. Book History therefore symbolically defines immigrant culture as other, institutionalizing a hierarchy so that highbrow or learned culture is privileged. Drawing upon the work of Pierre Bourdieu and Homi Bhabha, this paper suggests that this cultural distinction is not only a contingent classificatory choice that sends a fraught ideological message, but one that should be replaced by the idea of hybridity. (Contains 7 notes.)

To examine Heidegger's pedagogy is to be invited into a particular era and cultural reality--starting in Weimar Germany and progressing into the rise and fall of the Third Reich. In his attempt to reform the German university in a strictly hierarchical, authoritarian and nationalistic mold, Heidegger addressed one group of students and professors and not another. The petit-bourgeois student and the future philosophers he invited with his "logic of recruitment" into the corps of instructors, would share his coded language with its built-in taboos and censorship. The result was a rhetoric of absolute self-reference and a semiotic of pure propaganda, based on the evocation of the ancient Greeks in which the philosopher meant to project all that was properly Germanic. Heidegger's rhetoric is exclusionary; its politics and its philosophy are interpenetrating. His lecture courses grew increasingly poeticized, and thus mired in ambiguity, evasion, elision, avoidance, grandiloquence. Parallels are drawn in this essay between Heidegger and our time. Is Heidegger's insistence on autocratic controls within the German university comparable to the corporate positions taken today by some educators? How does the shifting relation between disciplines affect the role of the specialist? How might the sciences morales or humanities, along with the much maligned "humanism", be redefined morally and holistically?

In recent years, public discourse about German national identity has increasingly focussed on the large foreign population within Germany's borders. Whilst right-wing politicians such as Edmund Stoiber foster fears of identity loss ("Uberfremdung"), more liberal observers, and indeed the ruling red-green coalition, acknowledge that multiethnicity has by now become an integral part of this identity. The debate experienced its provisional climax in late 2000 and early 2001. Friedrich Merz, then parliamentary leader of the CDU party, introduced the term "Leitkultur" into the political discourse. The notion suggests the existence of a clearly identifiable spectrum of German cultural values and proposes that foreigners who wished to live in Germany should adhere to these values. Merz's proposal triggered a wave of highly controversial comments which have been evaluated for the purpose of this paper. It draws on roughly 350 newspaper articles and interviews and aims to introduce the English-speaking reader to the complex range of arguments. The "Leitkultur" debate is taken as symptomatic of the current state of public discourse about foreigners and national identity in Germany.

Traces the history of the German climate change debate in the last 50 years and discusses the forces and events that shaped it. Examines the way in which scientists, the government, industry, nongovernmental organizations, and the media entered into and influenced the debate. (54 references) (MDH)

Contends that there has been a movement in Europe away from the concept of didactic or teaching museums to include emotional and intellectual appeals to patrons. Concludes that long-term research is necessary to determine whether people who visit museums as students continue to do so as adults. (CFR)

After Willy Brandt's Ostpolitik, West Germans began to accept the more permanent division of the country and rediscovered the regional fundaments of their federal political system. A catalyst for this process was provided by a massive regionalization of the daily press in the aftermath of the recession in 1973. That regionalization entailed the delineation of new regional distribution and advertising areas, the launch of new editions, the growth of regularly and irregularly published alternative papers and a stronger emphasis on regional news. In the 1970s regionalization cut across all segments of the market and across party affiliations and affected established papers, the irregular alternative press and even television and broadcasting. It propelled the West German daily press to its height point in German history, with more than 25 million copies per day in 1982. The new regional focus of the daily press increased public awareness of regional protests, regional identity politics and regional scandals during the chancellorship of Helmut Schmidt (1974-82) to such an extent that the article concludes that the 1970s were not only a 'global' decade, but also a regional decade. The history of the regional press that is presented in the article for the first time facilitates a new view of regional changes in economic prosperity, criticism of the federal state and the emergence of regional consumer markets between 1974 and 1982. The analysis provides a cornerstone for a more detailed media history of the Bonn Republic and a new understanding of the 1970s. [ABSTRACT FROM AUTHOR]

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Asserts that the writers and producers of the television documentary, "The Valour and the Horror," provided a false impression of an event to fit preconceived and erroneous interpretations of history. Points out specific examples of inaccurate historical presentations and provides contradictory historical interpretations. (CFR)

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Copyright of Berichte zur Wissenschafts-Geschichte is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, I argue that Miki's concept of myth offers a continuation and consolidation of his Philosophy of History (1932), providing an important conceptual tool to comprehend his philosophical project. To understand Miki's originality, it is important to contrast his conception of history with that of Rickert's, one of Miki's professors during his stay in Germany. Although scholarship about the Kyōto School does not mention these texts, between 1932 and 1935, Miki's writing focuses on the importance of myth as a manifestation of the historical consciousness during periods of social crisis. Thus, myth, as a form of knowledge tied to the most fundamental ontological level of human existence (that Miki calls 'fact'), was able to serve as an operationalization of social change. [ABSTRACT FROM AUTHOR]

Analyzes how Germans viewed defeat after the two world wars, and how these perceptions influenced subsequent political developments. Compares questions of guilt and responsibility following the two wars. Examines the growth of democracy, its defeat after World War I, and success after World War II. Discusses the influences of the occupation governments. (RW)

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Background: Nazi Germany surrendered to the Allies on May 8, 1945. Six months later, the Allies tried the surviving leaders of Nazi Germany at the first Nuremberg trial. Later, the United States conducted 12 additional trials. The first one, The Unites States of America versus Karl Brandt et al., has been dubbed the Doctors' Trial. During the trial, the prosecution relied on the testimony of Dr. Andrew Ivy and Dr. Leo Alexander. At the end of the trial, Judge Sebring enunciated 10 principles needed to conduct human subject research-the Nuremberg Code. Authorship of the Code has been the subject of dispute, with both Ivy and Alexander claiming sole authorship.Methods: In the summer of 2017, I visited Duke University Medical Center's Archives and surveyed the contents of boxes labeled "Alexander's papers." I also explored online databases with information on the Doctors' Trial. Pertinent documents were compared across collections, and against scholarly works on the topic.Results: Box 3 of Alexander's papers at Duke University Medical Center's Archives contains a three-page document with six principles that, nearly word for word, were included in what is known as the Nuremberg Code. Alexander's name and appointment are typed at the end of the document.Conclusions: Although the Nuremberg Code is likely to have been an unplanned collaboration among members of the prosecuting team and the judges, I present evidence suggesting that Alexander drafted the blueprint and was the main contributor to the final version of the Code. [ABSTRACT FROM AUTHOR]

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The article discusses the British Bombing Restriction Committee's efforts in preventing the British Royal Air Force's (RAF's) aerial bombing of civilians in Germany during World War II, from 1941 through 1945, including the committee's pacifist protests. An overview of committee chairperson H. Stanley Jevons' advocating that British aerial bombing be restricted to military targets in Germany is provided. British politician George Bell's perspective on aerial bombing is discussed.

This paper is the first to examine Karl Marx's and Friedrich Engels's early materialism in light of the industrialization of European and German print. This examination suggests that, whereas the Hegelian system was a relic of a pre-industrialized print culture, in which written language was held up as a portal to metaphysical abstractions, the industrialization of print opened the way for Marx and Engels to consider the prevailing socio-economic realities as manifestations of the capitalist system. In broader terms, the paper calls for a widening of conventional analysis of political ideas by considering them in light of the media setting in which they were originally cast. [ABSTRACT FROM AUTHOR]

From von Harnack's speech-writing for Kaiser Wilhelm II to the 'Manifesto of the Ninety-Three', theologians played an important role in justifying the defence of Kultur in the early stages of the First World War. This paper uses the war-pamphlet collection of William Sanday in the library of The Queen's College to explore how English - and particularly Oxford - theologians responded to, and publically justified, British involvement in the war. Asserting that Oxford theologians were hesitantly nationalist by comparison with their German colleagues, this paper suggests that this dissimilarity cannot be explained purely by reference to the intellectual - some said, Nietzschean - arrogance of German theological liberals. Rather, the more cautious relationship of theologians in Britain to political and wider ecclesiastical discourse can, to some degree, be viewed through the lens of significant institutional differences between German and British theological faculties at the outbreak of the war. [ABSTRACT FROM AUTHOR]

The ‘New Woman’ was an important part of the culture and society of Weimar Germany, both as a discursive figure and as social reality. However, the interdependencies between these two aspects—the ‘New Woman’ as a media phenomenon and as a lived reality—have not yet been investigated in depth. Using the example of the tabloid newspaper Tempo (1928–1933) and its interaction with its readership, this article sheds light on the ways in which Germans reconciled the ‘New Woman’ ideal with their own experiences at the end of the Weimar Republic. Most importantly, it shows the struggle of many readers to accommodate new ideas about ‘modern’ relationships between men and women at a time when traditional morals persisted in a rapidly deteriorating economic climate.A number of scholars have pointed to a change in the media-driven construction of images of femininity in the late 1920s, with the modern, independent ‘New Woman’ making way for a more conservative ideal of motherhood and devotion. This article argues that this shift in the discourse on femininity did not reflect a change in the self-definition of German women. Rather, the interaction of Tempo’s female and male readers with the paper suggests that they tried to accommodate new concepts of modern femininity with persisting traditional ideas about women’s role in society, arriving at a hybrid type of ‘moderately modern’ womanhood. Thus, only the image of the ‘New Woman’ constructed in the media changed at the end of the 1920s, while the self-definition of German women remained relatively stable—even beyond 1933. [ABSTRACT FROM PUBLISHER]

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Compares current U.S. productivity to productivity in two previous decades and to productivity in Japan and Germany. Suggests that productivity comes from three groups of factors: (1) human resources, (2) technology and capital investment, and (3) the external environment. Recommends that vocational educators should more aggressively sell their services to employers and individuals. (LRA)