CHOOSING COMMUNISM AS THE LESSER EVIL: VICTOR KLEMPERER AND THE TRANSFORMATION OF EAST GERMAN HIGHER EDUCATION, C. 1933-53 A Thesis Presented to The Faculty of Graduate Studies of The University of Guelph by EMMANUEL R. HOGG In partial fulfilment of requirements for the degree of Master of Arts May, 2008 © Emmanuel R. 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The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. In compliance with the Canadian Conformement a la loi canadienne Privacy Act some supporting sur la protection de la vie privee, forms may have been removed quelques formulaires secondaires from this thesis. ont ete enleves de cette these. While these forms may be included Bien que ces formulaires in the document page count, aient inclus dans la pagination, their removal does not represent il n'y aura aucun contenu manquant. any loss of content from the thesis. •*• Canada ABSTRACT CHOOSING COMMUNISM AS THE LESSER EVIL: VICTOR KLEMPERER AND THE TRANSFORMATION OF EAST GERMAN HIGHER EDUCATION, C. 1933-53 Emmanuel R. Hogg Advisor: University of Guelph, 2008 Professor Alan McDougall This thesis examines the remarkable transition from Nazism to Communism that occurred in East Germany following the Second World War. It provides insight into what motivated individuals to collaborate with the Communist authorities by analyzing the diaries of a professor who experienced both the Third Reich and Soviet occupation, Victor Klemperer. It argues that Klemperer's motives for partaking in the 'anti-fascist democratic transformation' of higher education from 1945-53 were determined by his experiences with Nazism, especially the ease with which his colleagues accepted Nazi interference in the academic milieu, and his desire to play a role in reconstruction during Soviet occupation. His decision to go along with 'socialist reorganization', however, was dominated by a personal search for material comfort and career successes in a regime he described as the 'lesser evil'. This thesis studies Victor Klemperer as a German professor but also as a German citizen living under successive dictatorships, in order to highlight the complexities that underpinned the behaviour of individuals struggling through a period of huge political, socio-economic, and cultural upheaval. AKNOWLEDGEMENTS I would firstly like to thank my parents and family for continually supporting me throughout my academic career. I am also greatly indebted to my advisor, Professor Alan McDougall, for helping me structure many of my thoughts. This thesis, and indeed much of my academic career, would not have been possible without his wisdom, compassion, and guidance. His continued trust in my unorthodox ways of learning has permitted me to grow intellectually and spiritually. I am forever grateful and indebted to him. I would also like to thank Professor Gary Bruce, from the University of Waterloo, Professor Keith Cassidy, Professor William Cormack, Professor Jeff Mitscherling, Dr. Waldemar Scholtes, Professor Douglas McCalla, all from the University of Guelph, for their assistance throughout my Undergraduate and Graduate years at the University of Guelph. I would also like to acknowledge all the Faculty and Staff from the Uniwersytet Jagiellonski in Krakow, Polska who were of assistance to me during my time there. Much of my knowledge concerning European history and culture derives from my experiences in Poland. This thesis would not have been possible without the financial support awarded me throughout my Master's degree in the form of various grants and scholarships, such as the Travel Grant, the Gait scholarship, and various Graduate Teaching Assistant positions. Finally, a word of mention is needed for all those who have made my University experience a beautiful journey (in no order of importance): Orett M., Matthew F., Meghan G., Derek M., Neelan T., Daniel N., Julia B., Camille S., Natalie R., Jeanna H., 1 Preet S., Yvan P., Agata C, Dianne M., Kathleen S.-H., Emily A., Katie from B., Iris H., Marie-Ange Y., Sarah T. Paul R., Jen B., Ashley S., Brett M., Lindsey M., Tamany B., and Mark C. Sincerely, Emmanuel R. Hogg, Guelph, 2008 ii TABLE OF CONTENTS ACKNOWLEDGEMENTS i TABLE OF CONTENTS iii LIST OF ABBREVIATIONS iv INTRODUCTION 1 1. The Remarkable Transition of East German Higher Education 1 2. The Diaries of Victor Klemperer 7 3. East German Higher Education in Historiographical Context 10 4. Exploring the Motives for Participating in the 'Anti-Fascist Democratic Transformation' and 'Socialist Reorganization' of Higher Education 21 CHAPTER 1: Creating a National Socialist Higher Education System, c. 1933-45 23 1. National Socialist Higher Educational Philosophy 24 2. National Socialist Restructuring of the Higher Education System 27 i) Institutional and Structural Changes 27 ii) National Socialist Students 30 iii) Professors under National Socialism 34 3. The Question of Collective Guilt of German Professors 41 CHAPTER 2: Complexities in the Reconstruction of East German Higher Education, c. 1945-53 43 1. Soviet Educational Philosophy 44 2. The 'Anti-fascist Democratic Transformation' 45 i) De-nazification and Democratization, 1945-47 45 ii) Democratization, 1947-48 49 3. The'Socialist Re-organization'of Higher Education, 1949-53 53 4. Complexities of Reconstruction 56 i) 'Brain Drain' East and West 56 ii) Students 58 iii) Dealing with the Nazi Past' (Vergangenheitsbewaltigung) 62 5. From Institutional and Social History to Personal Narrative 65 CHAPTER 3: Choosing the 'Lesser Evil': Victor Klemperer's Experience with Reconstruction 66 Victor Klemperer as a German (Jew) 66 'Zero Hour' (Stunde Null): The Rebirth of Klemperer as Witness 73 Joining the KPD and 'Anti-fascist democratic transformation' 77 Gradually accepting a'socialist re-organisation' 80 Personal Motives and Contextual Themes 89 CONCLUSION 92 BIBLIOGRAPHY 96 in LIST OF ABBREVIATIONS ABF: Workers and Peasants' Faculty CDU: Christian Democratic Union DVV: German Education Administration FDJ: Free German Youth FRG: Federal Republic of Germany GDR: German Democratic Republic KB: Cultural Union for the Democratic Renewal of Germany KPD: German Communist Party LDPD: Liberal Democratic Party of Germany NSDAP: German National Socialist Workers' Party (Nazi Party) NSDStB: National Socialist German Student's League ONO: Education Department of the Soviet Military Administration of Germany REM: Reich Ministry of Education SBZ: Soviet Zone of Occupation SED: Socialist Unity Party of Germany SMAD: Soviet Military Administration of Germany SPD: Social Democratic Party of Germany TH: Dresden Technical College IV INTRODUCTION The Remarkable Transition of East German Higher Education A remarkable transition took place after the end of the Second World War that transformed East Germany from a racially based National Socialist (Nazi) state to one that was 'anti-fascist democratic socialist', the German Democratic Republic (GDR). The re-education of the German population was an intrinsic part of any successful democratic transformation of Germany. Theoretically, education forms and responds to both culture—which may include all spiritual and material activities of individuals, social groups, or entire societies—and context, either circumstantial or historical.1 It permits the propagation of general, specific, and particular forms of knowledge from one generation to the next, and within different strata of society, while simultaneously forming and being formed by social and cultural values.2 The role of education in relation to the state suggests a relationship whereby experts provide knowledge to those in positions of authority. Thus, experts are legitimized by the political organizations in power and they legitimize the politics of the regime by providing authorities with the desired knowledge.3 Any reform of institutionalized education from outside forces therefore implies a certain politicization of the educational processes because of its natural ability to shape the social framework of a society.4 After the demise of Nazism, eastern Germany fell under Soviet For more information surrounding the link between education, culture, and society, see Konrad Schroder,