教育學如何為獨裁政權服務—以Ernst Krieck（1882-1947）為例

How Pedagogy Served Dictatorships— The Case of Ernst Krieck (1882-1947)

本文以E. Krieck的教育學為例，探討教育學與獨裁政權的關係。文中試圖釐清兩個問題：一、Krieck 的教育學在1932年前後有何轉變或延續？二、由此發展中如何看出Krieck的教育學與納粹政權的關係？Krieck在1932年之前注重「個體－社群」的關係，強調教育應促進個體能力發展與增進社群福祉的相互性。但隨著Krieck政治立場的改變，在1932年之後，他的主張出現轉變，開始強調以種族為核心的「個體－種族」關係，將教育視為是服務國家社會主義的工具，並呼應納粹政權以種族主義為基礎，重視青年軍事訓練及政治忠誠的教育政策。Krieck主張大學改革要符合國家需求，科學應實現民族利益而非追求普世真理；至於一般學校教材則應傳遞國家社會主義理念，重建德意志民族，這些都是Krieck學說轉變之處。相對之下，Krieck以「個體－整體」二者間具有辯證關係作為文章論述架構，並貫串在前後期的著作中，顯現其教育學的連貫性，但也間接為納粹政權提供教育理論上的依據。故由其學說在1932年前後的轉變中，可以看到教育學如何淪為極權政權灌輸政治意識形態的工具，由此也回答了本文欲探討的兩個問題。

This study investigated the relationship between pedagogy and authoritarian regimes by using Ernst Krieck’s educational theories as an example. It addressed two key questions: (1) How did Krieck’s pedagogical philosophy evolve in the 1930s? (2) How did these developments reflect the relationship between his pedagogical philosophy and the Nazi regime? Before 1932, Krieck emphasized an “individual–community” dynamic, advocating for education that balanced personal growth with communal benefit. However, after 1932, his theories emphasized an “individual–race” dynamic, aligning education with National Socialist goals. This transition mirrored Nazi policies that emphasized racial ideology, youth military training, and political loyalty. Krieck advocated for university reforms that aligned science with national interests and supported school curricula designed to disseminate Nazi ideology, positions that marked a departure from his earlier views. Despite these changes, the “individual and totality” dialectic remained a consistent theme, linking his early and late works and indirectly supporting the Nazi regime. Krieck’s transition illustrates how pedagogy can be used to indoctrinate political ideologies under totalitarian rule; this thus answers the study’s central questions