Download Captive University: The Sovietization of East German, Czech, by John Connelly PDF

By John Connelly

This comparative background of the better schooling platforms in Poland, East Germany, and the Czech lands unearths an unforeseen variety inside of East eu stalinism. With info gleaned from documents in every one of those areas, John Connelly bargains a necessary case examine displaying how totalitarian states adapt their regulations to the contours of the societies they rule.

The Communist dictum that universities be purged of "bourgeois components" was once entire such a lot absolutely in East Germany, the place progressively more scholars got here from employee and peasant backgrounds. however the Polish social gathering saved in all likelihood disloyal professors at the task within the futile wish that they'd teach a brand new intelligentsia, and Czech stalinists did not make employee and peasant scholars a majority at Czech universities.

Connelly debts for those alterations by means of exploring the prestalinist history of those nations, and especially their reports in international warfare II. The failure of Polish and Czech leaders to remodel their universities turned rather glaring in the course of the crises of 1968 and 1989, whilst college scholars spearheaded reform hobbies. In East Germany, against this, universities remained precise to the kingdom to the top, and scholars have been particularly absent from the revolution of 1989.

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Extra info for Captive University: The Sovietization of East German, Czech, and Polish Higher Education, 1945-1956

Sample text

A meeting was thus hastily arranged in the Central Committee of the Soviet youth organization Komsomol: The comrade listened to my report without great interest. He was much older than me, perhaps forty, and looked more like a grade school teacher than a Komsomol leader. Nothing lay on his desk but a pencil and paper. Our offices in Prague were a complete mess, overflowing with file-folders; this empty, spotless desk was for me a model of organization. To my great surprise he did not take notes.

21 There were certain practical limitations to these measures. Students without qualifications could not succeed, and therefore the Commissariat supported the creation of "worker faculties" (rabfaki), which gave workers high school equivalency in three to four years' time. In 1919 the rabfaki were made full-fledged departments of higher-education institutions, and their students came to enjoy the same rights as other students. Those desiring admission had to present a note from a factory committee or a Communist SYSTEMS OF HIGHER EDUCATION 25 cell certifying endorsement of the Soviet regime.

For him, the regime's self-portrayal was nauseating. 64 He did not know the daily concerns and motivations of the writers of that period. How did leading intellectuals actually receive the regime? How precisely did they subordinate themselves, and what were their reasons for doing so? The present study attempts to respond to such questions through analysis of part of the intellectual elite, university professors and students, less well known than leading writers perhaps but in their didactic functions equally crucial for reproducing a nation's self-understanding.

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