Pub Date : 2021-11-11DOI: 10.1093/oso/9780198726128.003.0003
Helen Roche
This chapter begins with an experiential account of the selection process and everyday life at the Napolas, drawing on a mixture of contemporary accounts and eyewitness testimonies. It explores pupils’ and parents’ varied motivations for submitting to the schools’ gruelling week-long entrance exam (Aufnahmeprüfung), the nature of the examination itself, and the subsequent process of settling into school life, including pupils’ relationships with support staff and teaching staff. The chapter then goes on to explore the Napolas’ academic and physical education programme in detail, investigating both the content and indoctrinatory effects of teaching—especially the explicitly ideological lessons in ‘national-political instruction’—and the role of sport and pre-military training, which formed a core part of the NPEA curriculum. It also describes the school leaving exam and the ensuing graduation ceremony. In conclusion, the chapter compares the Napolas’ programme with that of other Nazi educational institutions such as the Reich Labour Service (RAD) and the Hitler Youth, analysing the extent to which the Napolas betrayed continuities with pre-National Socialist thinking in their adaptation of principles from reform pedagogy. Ultimately, educational practice at the schools reflected broader trends in Nazi political and pedagogical policy, but the NPEA were far more effective than most Nazi educational institutions in their ability to provide their pupils both with a broad academic curriculum, fully saturated with ideological indoctrination, and with a comprehensive and highly effective programme of physical and pre-military training.
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Pub Date : 2021-11-11DOI: 10.1093/oso/9780198726128.003.0004
Helen Roche
The Napolas’ varied programme of extracurricular activities, ranging from semi-pagan ceremonies celebrating the National Socialist ‘political religion’ to opportunities for pupils to realize their artistic ambitions through music, art and design, and amateur dramatics, all formed part of the schools’ all-encompassing programme of ‘total education’. Pupils also routinely embarked on school-trips to foreign countries as far afield as Finland or Greece, as well as undertaking propagandistic excursions to contested ‘borderland regions’, and taking part in regular exchanges with US academies and British public schools. As they matured, pupils would undertake annual labour ‘missions’ (Einsätze), during which they would live and work for several months alongside farmers, miners, or industrial labourers. This chapter explores all of these aspects of the Napolas’ programme in detail. The aims of these activities were expressly political, bolstering the Napolas’ overall ideological effectiveness, as well as ostensibly supporting their claim to be furthering social progress, in accordance with the equalizing ideology of the Nazi Volksgemeinschaft. Once again, the NPEA were often more successful in this regard than other Nazi educational and recreational institutions, including civilian schools, the Hitler Youth, the Reich Labour Service (RAD), and the Strength through Joy leisure organization (Kraft durch Freude/KdF). In this context, the Napolas also offered their pupils substantial scope for the cultivation of individual self-fulfilment. However, although the NPEA programme drew upon the child-centred principles of the reform-pedagogy movement, its ultimate aim was to instil pupils with National Socialist values, instrumentalizing them in the service of the national collective.
那不勒斯的各种课外活动，从庆祝国家社会主义“政治宗教”的半异教徒仪式，到学生通过音乐、艺术和设计以及业余戏剧实现他们的艺术抱负的机会，都构成了学校无所不包的“全面教育”计划的一部分。学生们还经常到芬兰或希腊等遥远的国家进行学校旅行，到有争议的“边境地区”进行宣传旅行，并定期参加与美国学院和英国公立学校的交流。随着年龄的增长，学生们将承担一年一度的劳动“任务”(Einsätze)，在此期间，他们将与农民、矿工或工业工人一起生活和工作几个月。本章详细探讨了拿破仑计划的所有这些方面。这些活动的目的是明确的政治，支持拿破仑的整体意识形态有效性，以及表面上支持他们根据纳粹人民会议的平等意识形态推动社会进步的主张。在这方面，NPEA通常比其他纳粹教育和娱乐机构更成功，包括平民学校、希特勒青年团、帝国劳工服务(RAD)和力量通过快乐休闲组织(Kraft durch Freude/KdF)。在这种背景下，那不勒斯也为他们的学生提供了大量的培养个人自我实现的空间。然而，虽然国家教育方案借鉴了改革教育运动中以儿童为中心的原则，但其最终目的是向学生灌输国家社会主义价值观，并使其为国家集体服务。
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