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There’s No Riot Going on – Social Changes from Inside Out. Discourses Surrounding Pop Culture, Authenticity, and Forms of Life in the School Context in the German-speaking Part of Switzerland around 1968
Get PDFThis article shows that social change at the end of the 1960s cannot be understood only in terms of large protest movements, but also on a small scale, as in the case studies analysed here, where the mostly unspoken “moral force of the ideal of authenticity” (Taylor, 1991, p. 17) is expressed by a wide variety of actors. Using two case studies from the school context and with pop culture references, the paper examines how the rebellious practices often described as typical of teenagers around 1968 were present not only among adolescents, but also among young adults – and among young teachers. The boundaries and transitions between young and old, between rejection and acceptance of different practices and forms of life (Jaeggi, 2014) seem to be fluid. Practices in the school context and the forms of life of young people are not always clearly distinguishable from the forms of life of young adults. Forms of life and everyday practices – based on insignia from music, from the world of comics, from fashion – were just as influential for the individual as loud protest movements against the “establishment”
Jednostki Volkssturm i koniec drugiej wojny światowej w Libercu
No full textThe study focuses on the creation, organization and activities of the militia units of Volkssturm in Great Reichenberg / Liberec in 1944–1945. It will present their division into Liberec battalions and, thanks to historical sources, will describe the basic training of the conscripts and the circumstances that accompanied their arming and equipment. In connection with the advancing front, the activities of the militia will be emphasized not only within the city of Liberec, but als o in the area of the Ostrau / Ostrava-Troppau / Opava or Berlin operations.Die Bildung des Volkssturms im Oktober 1944 nach einem Führererlaß stellte den Versuch zur letz-ten großen Mobilisierung des deutschen Volkes während des Zweiten Weltkrieges dar, notwendig geworden durch den immer stärker werdenden Druck von beiden Fronten und die Schwächung der Wehrmacht. Am 18. Oktober 1944 wurden alle noch in der Heimat verbliebenen deutschen Männer zwischen 16 und 60 Jahren zur Volkssturmmiliz einberufen, die im Fall eines Angriffs auf das Reichsgebiet als letzte Reserve dienen sollte. Zu ihren Aufgaben gehörten zudem Befestigungs- und Bauarbeiten, die Absicherung von Flüchtlingskonvois, Patrouillengänge oder die Bewachung von Kriegsgefangenen. Erst Mitte Februar 1945, als das Sudetenland im Operationsgebiet der Heeresgruppe Mitte lag, begannen die Milizeinheiten sich auf den direkten Kampf mit der gegnerischen Armee vorzubereiten. Als das Kriegsende näher rückte, war der Volkssturm jedoch durch eine desolate Moral und häufige Desertionen gekennzeichnet. Auch der Gesundheits-zustand der Männer erwies sich als unbefriedigend, da sie trotz ihres fortgeschrittenen Alters bei jeder Witterung einem harten Einsatz ausgesetzt waren. Dennoch blieben einige Mitglieder fanatische Nazi-Sympathisanten und waren bereit, sich direkt an die Front versetzen zu lassen. Ab dem 2. Mai 1945 waren die Mitglieder des Volkssturms in Reichenberg verpflichtet, die Hauptverbindungen in die Stadt ständig zu bewachen und ihre Verteidigung in Erwartung der Ankunft der Roten Armee sicherzustellen. Auch die Nachtpatrouillen wurden verstärkt, sie mussten alle verdächtigen Personen festnehmen und Vorfälle sofort telefonisch an die Bezirksleitung melden. Auf dem Gebiet von Groß-Reichenberg kam es jedoch aufgrund der allgemeinen Kapitulation Deutschlands zu keinen nennenswerten Zusammenstößen. Stattdessen wurde am 8. Mai 1945 das Reichenberger Rathaus vom Tschechoslowakischen Revolutionären Nationalkomitee übernommen und mit der Entwaffnung der deutschen Truppen begonnen. Am folgenden Tag trafen die ersten sowjetischen Truppen in Reichenberg ein und setzten nach einem kurzen Zwischenstopp ihren Vormarsch in Richtung Turnau/ Turnov fort.Zorganizowanie jednostek Volkssturm w październiku 1944 było dążeniem dowództwa niemieckiego o ostatnią wielką mobilizację narodu niemieckiego w ramach drugiej wojny światowej, której wymagał wciąż zwiększający się nacisk z obu fontów i wysilenie armii niemieckiej. Do jednostki obrony cywilnej (landwery) byli powołani na podstawie rozporządzenia z 18 października 1944 wszyscy przebywający dotąd w kraju mężczyźni niemieccy w wieku od 16 do 60 lat, którzy mieli się stać ostatnią rezerwą w razie ataku na terytorium Rzeszy. Ich działalność zawierała również prace fortyfikacyjne i budowlane, zabezpieczenie konwojów uchodźców, patrole lub zabezpieczenie jeńców wojennych. Na bezpośredni bój z armią nieprzyjacielską realnie zaczęły się przygotowywać jednostki obrony cywilnej aż od połowy lutego 1945, kiedy to Okręg Rzeszy Kraj Sudety znalazł się w obszarze operacyjnym grupy armii Środek. Wraz ze zbliżającym się końcem wojny Volkssturm odznaczał się jednak desperacką moralnością i częstymi dezercjami. Nieodpowiednim okazał się i stan zdrowia załogi, która pomimo wysokiego, wieku spotykała się z zaostrzonym nasadzeniem podczas każdej pogody. Część członków nadal pozostali fanatycznymi wyznawcami nazizmu, byli oni przy tym chętni do bezpośredniego nasadzenie na froncie. Od 2 maja 1945 członkowie libereckiego Volkssturm, w oczekiwaniu na przyjście Armii Czerwonej, mieli obowiązek trzymać ciągłe patrole przy głównych połączeniach wiodących do miasta i zabezpieczać ich ochronę. Umocnione też były patrole nocne, które musiały zatrzymać wszystkie podejrzane osoby i natychmiast informować telefonicznie o takim wydarzeniu dowództwo powiatowe. Do wyraźnych starć na terenie Wielkiego Liberca nie doszło dzięki ogólnej kapitulacji Niemiec. Zamiast tego opanował liberecki ratusz w dniu 8 maja 1945 Czechosłowacki Rewolucyjny Komitet Narodowy i rozpoczęło się rozbrajanie jednostek niemieckich. Następnego dnia dotarły do Liberca pierwsze oddziały sowieckie, które po krótkim zatrzymaniu się kontynuowały marsz w kierunku Turnova
USAGE OF BIOSURFACTANTS AS ENVIRONMENTAL FRIENDLY DETERGENTS FOR TEXTILE PRODUCTS CLEANING
Get PDFThe paper is devoted to the resource-saving technologies of cleaning the textiles in the aquatic environment. As a resource-saving technology the use of biosurfactant compositions replacing traditional detergents was chosen. These technologies are characterized by high quality cleaning the textile garments, reduced time of operations, reduction of the costs of chemicals and energy, improvement of environmental safety of the process and and also allow to extend the shelf life of products. Resource-saving cleaning technologies (washing, aqua cleaning) have been improved and recommendations for their application have been developed, considering changes in the operational properties of new generation textiles, which will extend the service life of new generation textiles, save operational properties, enable their eco-recycling (reuse) and reduce the impact on the environment and human health through the use of biosurfactant compositions. Innovative compositions of biosurfactants with a synergistic effect in micelle formation were elaborated. Steric factor associated with the rational packaging of biosurfactants molecules in mixed micelles, as well as the possibility of forming micelles of optimal composition can influence synergistic effect. The use of elaborated compositions of biosurfactants in washing processes offers several environmental and health advantages. The complex research of influencing parameters of chemical-technological processes and properties of washing compositions on the basis of correlations the products of new generation were developed that provides improvement of quality of removal of contaminations from textiles and process safety. It is proved that the application of the developed resource-saving technologies saves 10 liters of water per cleaning cycle, 0.0348 kWh of electricity, and 0.142 hours of working time
The Supervision of Schools and the Language of the Czechoslovak Administration. On the Example of School Committees in the Bilingual Moravia
Get PDFBased primarily on printed sources this study examines the building process of educational sector in the first years of Czechoslovakia, with a special emphasis on the issue of the supervisory bodies. Especially primary schools were considered by the so-called nationalist activists, both before and after 1918, strategic for building of the national education. School boards and then school committees played besides others an important role in the school enrolment, a key factor in the rise or fall of individual schools and language communities. Therefore, the process of creation of the school committees in the year 1921 is researched in particular. After the dissolution of the monarchy, a new organization of the school authorities and schools went hand in hand with a new language of the Czechoslovak administration. New laws, role of school boards and later committees, communication between them and teachers from primary schools are researched as well. Through the stenographic records of the Czechoslovak National Assembly and through other sources, the aforementioned points are analysed, on the example of the ethnically or linguistically mixed area of the former Crown land Moravia. The interests of the Czech nationalist activists clashed there with interests of the German nationalist activists. The Czech and German district school boards, as the supervision authorities, were abolished and new school committees were to be established instead. In the linguistically mixed regions they remained separated, which brought political disputes. At the same time, the daily agenda of schools, teachers and pupils’ demands could not be hindered. Ministry of Education and National Enlightenment called for speeding up the administrative steps
Beyond the Pedagogical Illusion? Historical-Comparative Reflections on the Impact History of Moral Education of Children and Adolescents
Get PDFThis article can be broken down into two parts, perhaps somewhat unequally as far as its orientation is concerned. In the first part, the author takes the reader on a kind of exploration of the history of moral education, a subject which, at first glance and from the perspective of the years he spent studying educational historiography, appears to be rather undeveloped terrain. Since the piece is related to the awarding of the Comenius Medal, Comenius himself already provides a good starting point for this round of studies. As in the case of Herbart, another classic within the canon of educational history, Comenius held the opinion that morality plays a key role in upbringing of young people, which became increasingly scintillating in appearance from the Enlightenment onwards. For in a well-regulated society, it was by means of upbringing and education that individual freedom could be created. However, in the course of the 20th century and to the shame of humanity, people were forced to witness how the idea that people and society could be shaped by social engineering could equally give rise to a lack of freedom, as the aberrations of Nazism, fascism and ultimately Marxism-Leninism unequivocally demonstrated. So can such “reversals” of modern-day thought ultimately teach us any overall lessons about the content, manner and results with which moral curricula are imposed? Or must we first set out to identify the “abnormal” cases that society first branded as such and only subsequently extract those lessons? In other words, can extraordinary situations and events teach us something about the everyday reality of moral education as manifested in the so-called “civilising offensive” that took place from the end of the 18th century onwards? As far as the Low Countries are concerned, the author is, for that matter, setting foot on familiar ground. By utilising previous research on Belgium, Flanders and the (Belgian) Congo, the second part of the article wastes no time in examining what moral education meant in more specific terms in the 20th century. In that regard, the focus not only lies on contextualising the insights and questions raised by the first part, as a “tour d’horizon”, but equally on analysing them in greater depth. After all, the author’s years of research already provide three interesting points of reference: 1) the strong continuity of the patronising perspective; 2) the problematic nature of thinking about educational innovations and didactic innovations in binary terms, such as “old” and “new”, and 3) the lack of a straightforward link between parenting and educational goals on the one hand and their results and effects (including and especially in the long term) on the other. Which leads inevitably to the conclusion that education, important as it is, must not be overestimated. Nor should history for that matter. Perhaps both are nothing more than an opportunity to partake of a meaningful encounter that may be effective, but whose outcome one can never be sure of. Which in turn does not take away from the fact that we must still place our hopes on it. For hope is probably the most positive thing that human beings carry within them, just as Comenius himself proved in his lifetime, by the way
