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University of Plymouth PEARL https://pearl.plymouth.ac.uk 04 University of Plymouth Research Theses 01 Research Theses Main Collection 2013-08-01 Metaphors of Health and Disease in Nazi Film Propaganda Wright, Melanie http://hdl.handle.net/10026.1/1602 University of Plymouth All content in PEARL is protected by copyright law. Author manuscripts are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author. Copyright Statement This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the author’s prior consent. 1 Metaphors of Health and Disease in Nazi Film Propaganda By Melanie Wright A thesis submitted to the University of Plymouth in partial fulfilment for the degree of DOCTOR OF PHILOSOPHY School of Social Sciences and Social Work, Faculty of Health, Education & Society 20th July, 2013 2 Abstract This study examines how propaganda imagery was used to reveal metaphors of health and disease in Nazi Germany from 1933 to 1945. Specifically, it explores how German medical and political authorities of this period entrenched biological explanations for social ills through medico-political discourses of disease, criminality and deviancy, in their efforts to exterminate particular populations. This propaganda was conversed with the idealised and beautified German Volk who, in turn, were graphically elevated to the realms of a supreme master race. I use a methodology composed of compositional and discourse analysis, and a theoretical framework that develops the work of Erving Goffman. These frameworks were applied to a range of images from a sample of propagandist movies, published within the time-frame, in order to illuminate how the German medical establishment sought to realise the juxtaposition of both promoting life and administering death. Findings suggest that the biological categorising and subjective measuring of individuals was a modernistic philosophy. Extensive use of metaphors resulted in a widening range of stigmas which needed medical intervention to maintain normality and social order whilst purifying and cleansing the body politic. The study advances the understanding of the relationship between the discourses of health and disease with an in-depth sociopolitical study of imagery, asking why it was used to legitimate and nationalise social inequality in the context of Nazi Germany. It further offers a new socio-filmic model for future use when analysing moving imagery in the sociohistorical field. These two advances therefore provide novel contributions to the sociology of public health and social methods. 3 List of Contents Page Title Page 2 Abstract 3 List of Frames and Tables 6 Acknowledgements 8 Authors Declaration 9 Introduction 12 Central Argument 14 Chapter Synopsis 17 Chapter One: The Directors Cut 22 Introduction 22 Earning the Right to Live 24 From Sterilisation to Euthanasia 31 Propaganda and the Control of Influence 35 Directions of Expression 41 Conclusion 54 Chapter Two: Theoretical Framework 56 Research Problem 56 Research Questions 57 Summary 72 Chapter Three: The Graveyard of Values 77 Introduction 77 Empathetic Participation 78 Compositional Analysis 80 Discourse Analysis 81 Methods 85 Sampling Criteria 86 Socio-Filmic Model 87 Film Inclusion, Categorisation and Situation 91 Group One Films 91 Group Two Films 91 Advantages and Limitations 92 Image Reproduction 95 Language 95 Summary 96 Chapter Four: Black Boots and White Coats 97 Introduction 97 Overview 100 Erbkrank 1936 106 The Eternal/Wandering Jew 133 I Accuse 1941 146 Triumph of the Will 1935 172 Olympia 1936 181 Film Analysis 193 4 Chapter Five: Conclusions: Traversing the Frontiers of Social Inquiry 214 Introduction 214 Contributions of the Thesis 215 Major Themes 215 Question One 220 Question Two 221 Question Three 223 Conclusions 225 Limitations of the study 228 Future Research and recommendations 230 Appendices: 232 #1: Security Services (SD), ‘Reports from the Reich’ 233 #2: Film Copies (attached) Bibliography 237 Publications 245 5 List of Frames and Tables Page Frame 1: ‘Erbkrank’ - 02:25 107 Frame 2: ‘Erbkrank’ - 03:14 109 Frame 3: ‘Erbkrank’ - 03:55 110 Frame 4: ‘Erbkrank’ - 04:19 111 Frame 5: ‘Erbkrank’ - 07:15 112 Frame 6: ‘Erbkrank’ - 08:43 113 Frame 7: ‘Erbkrank’ - 09:24 114 Frame 8: ‘Erbkrank’ - 11:11 116 Frame 9: ‘Erbkrank’ - 13:25 117 Frame 10: ‘Erbkrank’ - 15:50 120 Frame 11: ‘Erbkrank’ - 16:48 121 Frame 12: ‘Erbkrank’ - 18:39 124 Frame 13: ‘Erbkrank’ - 19:15 125 Frame 14: ‘Erbkrank’ - 19:55 127 Frame 15: ‘Erbkrank’ - 21:03 128 Frame 16: ‘Erbkrank’ - 22:20 129 Frame 17: ‘Erbkrank’ - 23:08 131 Frame 18: ‘Erbkrank’ - 24:15 132 Frame 1: ‘The Eternal/Wandering Jew’ - 01:36 134 Frame 2: ‘The Eternal/Wandering Jew’ - 06:21 135 Frame 3: ‘The Eternal/Wandering Jew’ - 14:05 137 Frame 4: ‘The Eternal/Wandering Jew’ - 20:00 138 Frame 5: ‘The Eternal/Wandering Jew’ - 29:47 140 Frame 6: ‘The Eternal/Wandering Jew’ - 31:22 141 Frame 7: ‘The Eternal/Wandering Jew’ - 35:58 142 Frame 8: ‘The Eternal/Wandering Jew’ - 49:37 144 Frame 9: ‘The Eternal/Wandering Jew’ - 53:45 145 Frame 1: ‘Ich Klage An’ - 2:03 147 Frame 2: ‘Ich Klage An’ - 2:44 148 Frame 3: ‘Ich Klage An’ - 3:18 149 Frame 4: ‘Ich Klage An’ - 5:26 151 Frame 5: ‘Ich Klage An’ - 7:05 152 Frame 6: ‘Ich Klage An’ - 7:49 153 Frame 7: ‘Ich Klage An’ - 18:12 156 Frame 8: ‘Ich Klage An’ - 26:26 158 Frame 9: ‘Ich Klage An’ - 48:36 159 Frame 10: ‘Ich Klage An’ - 50:08 160 Frame 11: ‘Ich Klage An’ - 1:08:34 162 Frame 12: ‘Ich Klage An’ - 1:16:49 164 Frame 13: ‘Ich Klage An’ - 1:32:15 165 Frame 14: ‘Ich Klage An’ - 1:35:05 167 Frame 15: ‘Ich Klage An’ - 1:41:39 169 Frame 16: ‘Ich Klage An’ - 1:48:59 170 6 Frame 1: ‘Triumph of the Will’ - 03:18 173 Frame 2: ‘Triumph of the Will’ - 05:19 174 Frame 3: ‘Triumph of the Will’ - 12:36 175 Frame 4: ‘Triumph of the Will’ - 36:28 177 Frame 5: ‘Triumph of the Will’ - 1:01:19 179 Frame 6: ‘Triumph of the Will’ - 1:11:52 180 Frame 1: ‘Olympia (1)’ - 06:43 182 Frame 2: ‘Olympia (1)’ - 12:08 183 Frame 3: ‘Olympia (1)’ - 15:06 184 Frame 4: ‘Olympia (1)’ - 19:48 185 Frame 5: ‘Olympia (1)’ - 1:51:41 186 Frame 6: ‘Olympia (2)’ - 01:07 187 Frame 7 ‘Olympia (2)’ - 02:45 188 Frame 8: ‘Olympia (2)’ - 10:20 189 Frame 9: ‘Olympia (2)’ - 15:26 190 Frame 10: ‘Olympia (2)’ - 33:20 191 Frame 11: ‘Olympia (2)’ - 1:26:03 192 Table One: Plot Planner – The typical ‘Hollywood’ style of film plot development. 105 7 ACKNOWLEDGEMENTS I am deeply aware of the fact that I owe a huge debt of gratitude to a number of individuals who have supported me in a variety of ways. It is both impossible and improper to endeavour to position these people in order of input or importance. With one exception their contributions have been, in their own ways, of equal value to me. The sole exception, without whose whole-hearted support this investigation would have been impossible, is my family. Without their encouragement and tolerance of the trials, tribulations, histrionics and relative poverty which come with living with an ageing research student it would have been unimaginable for me to embark on the process which has led to this thesis. Thank you for both supporting and humouring me. I have gained immeasurably from the patience, wisdom, knowledge and advice and, I would like to think, friendship of my academic supervisors, Professor Kevin Meethan and Professor Alison Anderson. Both have given freely of their expertise and encouragement and have greatly exceeded the call of duty in so doing, I am deeply and forever grateful to them. The financial support of the University of Plymouth, which made available to me a full-fees and maintenance scholarship for the first three years, has been vital to this work. I note both the material support and the sense of acceptance into the community of the university which has been granted me. I have also gained immeasurably from informal discussion with numerous of my contemporary research students within the Faculty. I thank them all and wish them well in their own endeavours. 8 AUTHOR’S DECLARATION At no time during the registration for the degree of Doctor of Philosophy has the author been registered for any other University award without prior agreement of the Graduate Committee. This study was financed with the aid of a studentship from the School of Social Science and Social Work, Faculty of Health, Education and Society, University of Plymouth. A programme of advanced study was undertaken, which included a Masters level course entitled ‘Learning & Teaching in Higher Education’, Postgraduate courses and seminars in: Working with Long Documents; General Teaching Associates Course; Project Management; Writing and Completing the PhD; Going Global – Presenting a Conference Paper; Preparing Effective Poster Presentations; Assessment & Feedback Matters; Being an Effective Tutor; Improving Teaching & Learning in Higher Education through Research; The Transfer Process; Preparing for the Viva; Introduction to Electronic Resources; Managing Working Relationships; Using Multimedia in Your Work; An Introduction to Career Planning; Developing Professional Writing Skills for the PhD; An Introduction to Applying for Research Funding. Relevant scientific seminars and conferences were regularly attended at which work was often presented; external institutions were visited for consultation purposes and several papers are undergoing preparation for publication.
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