[“德国犹太人的人道主义责任和荣誉问题”:“弱智”犹太儿童和Beelitz机构]。

Claudia Prestel
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引用次数: 0

摘要

1908年,在Bnei Briss的合作下,德国以色列社区协会在Beelitz为智力残疾的犹太儿童建立了一个机构,目的是用治疗教学法教育7-14岁的儿童。该机构是那个时期德国犹太人进行的慈善努力的一部分。它是在德国皇帝呼吁建立更多慈善机构之后成立的,它的成立表明了德国犹太人正在努力融合。德国以色列社区协会在其筹款材料中强调德国犹太人的“忠诚和爱国主义”,并将该机构的设立描述为“人道主义责任”和“德国犹太人的荣誉问题”。因此,非犹太世界的要求导致了犹太机构的建立;然而,它的建立也象征着反对反犹太主义的斗争,表明德国犹太人的异化和他们为融合所做的努力。本文调查了犹太父母为让孩子进入该机构而进行的斗争,院长Sally Bein(1881-1942)和他的妻子Friederike Rebeka Bein(1883-1942)的哲学和教学方法,学生的背景,智力残疾的原因,以及父母,老师和院长之间发生的分歧。文章还讨论了治疗教育学的成功与失败。
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[A ''humanitarian duty and a matter of honour for German Jewry": "feeble-minded" Jewish children and the Institution in Beelitz].

In 1908, in collaboration with the Bnei Briss, the German Association of Israelite Communities founded an institution for intellectually disabled Jewish children in Beelitz with the aim of educating 7-14-year-olds, using therapeutic pedagogy. The institution was part of the philanthropic efforts undertaken by German Jewry in that period. It was set up in the wake of the German Kaiser's call to found more philanthropic institutions, and its establishment is indicative of the efforts at integration being made by German Jewry. In their fund-raising material, the German Association of Israelite Communities stressed the "loyalty and patriotism" of German Jewry and described the establishment of the institution as "a humanitarian duty" and "a matter of honour for German Jewry". It was, therefore, demands from the non-Jewish world that led to the foundation of a Jewish institution; however, its establishment was also symbolic of the struggle against anti-Semitism and indicative both of German Jewry's dissimilation and their efforts at integration. The article investigates the struggle of Jewish parents to have their children admitted to the institution, the philosophy and teaching methods of the director Sally Bein (1881-1942) and his wife Friederike Rebeka Bein (1883-1942), the background of the students, the causes of intellectual disability, as well as the disagreements that occurred between parents, teachers and the director. The article also discusses the successes and failures of therapeutic pedagogy.

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