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Alfred Baeumler) Benjamin Ortmeyer Rassismus und Judenfeindschaft in der Zeitschrift »Weltanschauung und Schule« 1936 – 1944 (Alfred Baeumler) NS-Ideologie im Wissenschaftsjargon • Teil III Protagoras Academicus Der Mensch ist das Maß aller Dinge 3 Benjamin Ortmeyer, Jg. 1952, ist apl. Professor an der Goethe-Universität in Frankfurt am Main. 1996 erhielt er für seine Arbeit den Heinz-Galinski-Preis der Jüdischen Ge- meinde Berlin. Er leitet die Forschungsstelle NS-Pädagogik an der Goethe-Universität. 4 Benjamin Ortmeyer Rassismus und Judenfeindschaft in der Zeitschrift »Weltanschauung und Schule« 1936 –1944 (Alfred Baeumler) NS-Ideologie im Wissenschaftsjargon Teil III 5 Gedruckt mit freundlicher Unterstützung der Georg und Franziska Speyer’schen Hochschulstiftung. Die Arbeiten zum vorliegenden Buch sind Teil des DFG-Projekts »Rassismus und Antisemitismus in erziehungswissenschaftlichen und pädagogischen Zeit- schriften 1933 –1944/45. Über die Konstruktion von Feindbildern und positi- vem Selbstbildnis« an der Goethe-Universität Frankfurt, unter Leitung von Micha Brumlik und Benjamin Ortmeyer, unter Mitarbeit von Katharina Rhein, Lisa Gehrlein und Jonas Riepenhausen sowie Patrick Mayer, Arwin Mahdavi Naraghi, Yunus Özak, Susanne Thimm, Maríe Triebe, Thomas Brandt, Christo- pher Schmitz und David Wedmann. Protagoras AcademAcademiiiicuscuscuscus Der Mensch ist das Maß aller Dinge Verlag & Vertrieb Postfach 10 31 17 ISBN 978-3-943059-20-5 D-60101 Frankfurt / Main Frankfurt am Main 2016 www.protagorasacademicus.wordpress.com 6 Inhalt Einleitung 11 I. Zum Charakter der Zeitschrift „Weltanschauung und Schule“ 13 1. Nicht nur im Hintergrund: Alfred Rosenberg 13 2. Zum Herausgeber Alfred Baeumler 19 3. Zu den Mitherausgebern und Schriftleitern 36 4. Zu einigen weiteren Autoren der Zeitschrift 41 5. Der Anspruch der Zeitschrift 43 6. Zum Aufbau und den Bestandteilen der Zeitschrift 44 7. Besonderheiten der Zeitschrift „Weltanschauung und Schule“ 47 8. Exemplarisch: Zum ersten Heft der Zeitschrift „Weltanschauung und Schule“ (November 1936) 50 II. Judenfeindschaft 53 1. Jüdische Führung der Arbeiterbewegung: „den deutschen Arbeitern jüdisches Rassedenken“ einimpfen 53 2. Hegel: „die Juden als welthistorische Gegner klar erkannt“ / die „jüdischen Salons“ 57 3. Die „alten Antisemiten“ – „Vernichtung des Judentums in Deutschland“ 58 ƒ Faksimile: Alfred Baeumler: Paul de Lagarde (Dezember 1941) 60 4. Nur Judenfeinde sind Nationalsozialisten 65 5. Spanien und die Juden: „hebräische Verschwörerclique“ / „landesverräterisch“ / „Kindesmord und Hostienschändung“ 66 6. England „hoffnungslos verjudet“ 67 7. Judentum und »Mongolensturm« 68 7 III. Der „Rassengedanke“ in Wissenschaft und Geschichte 71 1. Philosophie und „Rassengedanke“ 72 2. Rassenkunde als „neue Wissenschaft“ und die „Seele der Rasse“ 74 3. „Der Rassengedanke – ein Wendepunkt der Erziehungslehre“: Grenzen der Erziehung – „Mongole bleibt Mongole“ 75 4. „Der Kampf um die Vergangenheit“ – rassistische Geschichtsbilder 76 ƒ Faksimile: Alfred Rosenberg: Der Kampf um die Vergangenheit (Mai 1939) 83 5. „Wer wäre berufener, die Neuordnung des alten Erdteils heraufzuführen als das Volk der geographischen und blutlichen Mitte!“ 94 6. Rassismus und Kolonialpolitik – Afrika und Indien 95 7. Antiziganismus 96 8. Programm der „Ausmerzung der Erbkranken“ und der „Schädlinge aus dem Blutstrom des Volkes“ – Die Funktionen der Hilfsschule 100 IV. Hinweise zum Rassismus in Schule und Unterricht 103 1. Grenzen und Aufgaben der Nazi-Erziehung 103 ƒ Faksimile: Walter Voigtländer: Studium und Berufsausbildung an den Hochschulen für Lehrerbildung (März 1937) 106 2. „Die Rasse“ als das Lebensprinzip der neuen deutschen Schule und die Pflege der „nationalen Traditionen“ 115 3. Vereinfachung der komplizierten Gliederung der „Rassen“ als didaktische Frage 117 ƒ Faksimile: Charlotte Treptow: Rassenpolitische Schulung von Jugendlichen (Juli 1938) 119 4. Das Problem: Judenfeindschaft in Deutschland ohne Juden 124 5. Das Erlebnis und die sogenannte „rassische Erlebnisreihe“ 125 ƒ Faksimile: Hellmut Stellrecht: Erziehung durch Erleben (März 1942) 129 6. Deutschunterricht: Das Sprichwort als Hilfe für Rassismus 135 8 7. Englischunterricht / Neusprachlicher Unterricht und die „Bindung an die Rasse“ 136 8. Erdkundeunterricht, Raum, Rasse und Klima 139 9. Mathematikunterricht und „nordischer Geist“ gegen „jüdische Entartung“ 140 10. Biologieunterricht als „Erziehung zum Rassenstolz“ 142 V. Nach der Kritik an Rosenberg: Alfred Baeumlers Polemik 145 gegen Theodor Litt VI. Seitenhiebe gegen Mitarbeiter der Zeitschrift „Die Erziehung“ 151 1. Gegen Spranger und seinen „Zugang zum Rassenproblem“ (Nov. 1936) 151 2. Gegen den Führungsanspruch der Zeitschrift „Die Erziehung“ (Mai 1938) 154 3. Wer ist der bessere Nationalsozialist? – Kritik an Fritz Blättner (Dezember 1939) 158 Zusammenfassung 161 Anhang I. Alfred Baeumler nach 1945 165 II. Heinrich Roth und die NS-Zeit 168 III. 1. Verzeichnis der verwendeten Artikel aus „Weltanschauung und Schule“ / Zu den Autorinnen und Autoren 177 2. Verzeichnis der verwendeten Artikel aus anderen Zeitschriften 198 3. Inhaltsverzeichnis aller Ausgaben von „Weltanschauung und Schule“ 200 IV. Erneuter Abdruck des Vorwortes zu „NS-Ideologie im Wissenschafts- jargon“, Teil I bis IV (Micha Brumlik / Benjamin Ortmeyer) 237 Literaturverzeichnis 263 9 10 Einleitung In diesem dritten der vier Forschungsberichte zum Thema „NS-Ideologie im Wissen- schaftsjargon“ zur Zeitschrift „Weltanschauung und Schule“ werden in einem ersten Teil Informationen über den Umfang und die formale Entwicklung dieser Zeitschrift von Ende 1936 bis Juni 1944 zusammengestellt und dann auf die Publikationen von Rosen- berg und Baeumler verwiesen. So soll ein gewisser Eindruck von den Positionen und der publizistischen Tätigkeit des Herausgebers Alfred Baeumler und von Alfred Rosenberg, des sogenannten »Chefideologen« der NSDAP – der fest an der Seite von Alfred Baeum- ler stand – gegeben werden. Nach der Darstellung ihrer Buchpublikationen werden der programmatische Anspruch der Zeitschrift „Weltanschauung und Schule“ sowie ihre Gliederung und ihr Aufbau dargestellt. Der zentralen Fragestellung des Forschungsprojektes entsprechend wird zunächst unter- sucht, inwiefern und in welche Richtung die Judenfeindschaft einerseits theoretisierend und andererseits mit aktuellen politischen Bezügen in dieser Zeitschrift entwickelt wird. Darauf aufbauend wird in einem nächsten Schritt geprüft, wie weit »der Rassengedanke« mit der Judenfeindschaft verbunden wird, aber auch über die Judenfeindschaft hinaus als Denkfigur existiert, da sich die ideologische Begründung des NS-Rassismus bei den Ver- suchen, populär zu sein, beispielsweise auf den Kolonialrassismus bezieht. Von den ras- sistischen Denkfiguren ausgehend wird zudem zusammengetragen, was in dieser Zeit- schrift an eugenischen Gedankengängen propagiert wird. Von besonderer Bedeutung ist, wie diese Zeitschrift Judenfeindschaft und Rassismus als grundlegende Aufgabe der nazistischen Erziehung festlegt. Es werden in dieser Zeit- schrift auch deutliche Hinweise und Vorschläge entwickelt, wie konkret Rassismus und Judenfeindschaft in die schulische Erziehung und in die unterschiedlichsten Schulfächer vom Deutschunterricht bis zum Biologieunterricht hineingetragen werden sollen. Während exemplarisch einige Artikel aus der Zeitschrift „Weltanschauung und Schule“ (im Folgenden: WuS) dort faksimiliert eingefügt werden, wo die entsprechenden Artikel behandelt werden, wird im letzten Abschnitt auf eine weitere Besonderheit dieser Zeit- schrift verwiesen: die Polemik gegen die konkurrierende Zeitschrift „Die Erziehung“. Im Anhang finden sich einerseits die Rehabilitationsversuche des Herausgebers dieser Zeitschrift, Alfred Baeumler, nach 1945 sowie eine Darstellung der Debatte über die zu- nächst geplante Ehrung von Heinrich Roth 2015. Auch Heinrich Roth wurde während der NS-Zeit in der Zeitschrift „Weltanschauung und Schule“ angegriffen. Nach einer Zu- sammenfassung der Ergebnisse dieser Studie werden im Anhang – das ist wichtig, um sich auch selbst einen Eindruck vom Charakter dieser Zeitschrift machen zu können – nicht nur die Tabelle der verwendeten Artikel aus der Zeitschrift „Weltanschauung und 11 Schule“, sondern auch ein Gesamtinhaltsverzeichnis der Zeitschrift, sowie gesondert ein Verzeichnis der verwendeten Artikel aus anderen NS-Zeitschriften dokumentiert. 12 I. Zum Charakter der Zeitschrift „Weltanschauung und Schule“ 1. Nicht nur im Hintergrund: Alfred Rosenberg Alfred Rosenberg war in der NS-Hierarchie weit über Alfred Baeumler eingeordnet. In vielfacher Hinsicht, auch bei der Herausgabe der Zeitschrift „Weltanschauung und Schule“, war Alfred Baeumler von Rosenberg abhängig, da Rosenberg für die weltan- schauliche Kontrolle in ganz Deutschland1 zuständig war, Alfred Baeumler jedoch ledig- lich als Herausgeber einer Zeitschrift fungierte. Rosenberg veröffentlicht bis 1939 in „Weltanschauung und Schule“ in sieben Heften Artikeln und Reden.2 Er galt in der NS- Zeit als führender Ideologe der NSDAP, über dem im Grunde nur Adolf Hitler mit seinem Buch „Mein Kampf“ stand. Auf zwei eher programmatisch gehaltene Reden von Alfred Rosenberg wird im Verlauf dieser Studie genauer eingegangen.3 Zur Person Alfred Rosenbergs Dass der 1892 geborene Alfred Rosenberg nicht nur Ideologe, sondern auch Massenmör- der in den vom NS-Militär besetzten Gebieten in der Sowjetunion wurde, der wegen der Massenvernichtung sowjetischer Menschen und insbesondere auch der jüdischen Men- schen im Nürnberger Prozess 1946
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