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Information to Users INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. Hie quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. A Bell & Howell Information Company 300 Nortn Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313.'761-4700 800/521-0600 DEMOCRATIC EDUCATION? THE STATE'S ROLE IN INSTITUTIONALIZING CHRISTIANITY AS A CIVIL RELIGION IN A GERMAN CHRISTIAN PUBLIC SCHOOL SYSTEM AND ITS EFFECT ON JEWISH AND ISLAMIC IDENTITY FORMATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Dana Lee Simel, B.A., Ed.M. ***** The Ohio State University 1995 Dissertation Committee: Approved by Michael Berkowitz Erwin Epstein Robert Lawson Advisor College of Education Department of Educational Policy and Leadership UMI Number: 9526087 Copyright 1995 by SIMEL, DANA LEE All rights reserved. UMI Microform 9526087 Copyright 1995, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 to Raffi ACKNOWLEDGMENTS I express sincere gratitude to my advisor, Professor Robert Lawson, and to my doctoral committee members, Professors Michael Berkowitz and Erwin Epstein, for their support, encouragements, and time spent reviewing my work. I am also indebted to Professors Mary Leach, Brad Mitchell, and Alan Beyerchen, who provided input during the initial stages of my work. I also express gratitude to Jan Dow, who offered encouragement at every stage. The generous support of the Melton Center for Jewish Studies and the Phyllis Krumm International Studies Scholarship allowed me to conduct research in Germany, and for this I am appreciative. I express my deepest gratitude to Randy White, without whom I would not have met my new friends, Helmut and Alice Wendlinger, who made both my and my son's stay in Germany possible and all the more fun. I also wish to acknowledge the support of the following people, whose friendship allowed them to tirelessly listen to my narratives of the work's progression: Bill and Peggy Amdur, Slava Karpov, Rob Leonard, Elena Liskovsaya, Pam Simmons, Randy White, and Professor David Whitfield. I also wish to thank my grandmothers, Esta Simel and Mae Kornbluth, both of whom passed away during the completion of this iii work, and whose own identities, while different from each other, provide a glimpse of the history and sociology of ethnic identity formation in the United States. Most importantly, I thank my best friends, my parents, who have given me and my son unconditional love and support, and without whom none of this would have been possible. Lastly, I thank my littlest fan, my inspiration and son, Raffi, who already has a wonderful sense of his own identity. VITA December 15, 1960 ................ Born - Lawton, Oklahoma 1982.............................. B.A., The University of North Carolina, Chapel Hill 1987.............................. M.Ed., Boston University College of Education 1990............ ..................Teaching Certificate, Principal's Certificate, The University of North Carolina, Greensboro FIELDS OF STUDY Major Field: Comparative Education (Faculty: Robert Lawson, Erwin Epstein) Jewish History: Professor Michael Berkowitz German History: Professor Alan Beyerchen The History of United States Schooling: Professor Mary Leach The Schooling of Women and Girls: Professor Mary Leach Educational Administration: Professor Brad Mitchell Educational Philosophy: Professor Richard Pratte v TABLE OF CONTENTS ACKNOWLEDGMENTS.......................................iii VITA ...................................................v LIST OF TABLES ....................................... ix LIST OF FIGURES........................................ X CHAPTER PAGE I. INTRODUCTION................................... 1 Objective of the Study........................ 4 Discussion.....................................7 Organization of Chapters..................... 14 II. THE HISTORICAL LEGACY OF THE BONDS OF THE CHURCH AND THE SCHOOLS: 1794-1945.......... 19 Section One: From the Promises of the Enlightenment to the Practices of Romanticism: 1794-1871 .................... 22 Confessional Schooling and the Jewish Population Unfulfilled Promises Stemming from the Enlightenment: 1794-1871.............. 37 Section Two: 1871-1914: The Laying of the Groundwork of the Distinction between "Approved" and "Tolerated" Religious Communities and Religious Influence in the Schools........... 46 The Kulturkampf: Doomed from the Start....................................46 Conservative Fear of Social Democracy: 1871-1914............................... 50 The Fragmentation of the Left: 1871-1914............................... 53 The Emergence of Political Romanticism . 55 The Jewish Response......................56 Section Three: Religious Instruction in the Weimar Years: No Significant Changes .... 66 Jewish Instruction in Weimar ........... 73 Section Four: The Nazi Y e a r s ................76 Jewish Schools during the Third Reich . 84 III. THE CHURCH LIVES ON IN POST WORLD WAR TWO GERMANY ...................................... 96 Christianity as the Basis for the New Civil Religion................................. 104 Christian Civil Religion in the Public S c h o o l s ................................. 117 Bavarian Schools and Church Influence . 134 Legal Challenges to the Interpretation of the Grundgesetz and the Bavarian Constitution as Concerns the Public Schools as Christian Institutions ................ 143 Jewish Identity Formation in a Christian Civil State ............................. 146 Muslim Identity Formation ................ 172 IV. METHODOLOGY..............................188 Solicitation of Sample................... 196 Ethical Considerations................... 197 Interview Process ........................ 198 Possible Threats to Validity............. 200 Possible Threats to External Validity . 200 Possible Threats to Internal Validity . 201 The Analysis of Responses Representing Current Minority Positions on Religious Influe nce..................................202 vii V. FINDINGS 204 Legal Situation of Religious Instruction. 204 New Classes for Foreign Students........... 212 Organizational and Financial Obstacles to Offering Religious Instruction to Religious Minorities..................................216 Instruction in Ethics .................... 219 The Purpose of Catholic and Protestant Religious Instruction .................... 221 Tolerance Has its B o r d e r s ................. 224 Opportunities for Minority Identity Fo r mati on ..................................241 Differences of Opinion..................... 251 The Future of the Christian Public Schools. 253 Conclusion..................................257 VI. CONCLUSION..................................261 Relevancy for Democracy .................. 266 Possible Areas for Further Study........... 273 APPENDIXES ..........................................275 A. Letters Soliciting Participants to be Interviewed..................... 275 B. Sample Consent Forms for Participation in Social Science Research............. 286 C. Sample Interview Questions .......... 290 BIBLIOGRAPHY ...................................... 307 viii LIST OF TABLES TABLE PAGE 1. Numbers of Jewish Schools in Prussia: 1830-1922 . 60 2. School Type in Germany During the Nazi Era.......... 82 3. Decline of German Jewry: 1925 - 1945 ............ 87 4. Numbers and Percentages Jewish School Age Children: 1933 - 1939........................ 87 5. Election Results: 1949-1965.......................Ill 6. Survey on Church Influence: 1954 ................ 112 7. Jewish Population by States - 1939, 1946, 1950. .153 8 . Sample............................................. 193 9. Minimal Confirming or Disconfirming Sample......... 194 ix LIST OF FIGURES FIGURE PAGE 1. Photograph of a billboard which hung in Munich Subway Stations during January, 1994............. 225 2. Child's Drawing of a School May Pole.............. 233 3. A Page of a Student1s Notebook from Religion Class....................................240 x CHAPTER I INTRODUCTION Contrary to individual efforts of church men and women, the Catholic and Protestant churches in Germany up until 1945 were not immune from
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