Schloss Salem School: Feudal Birth Defects

The studying education concept should solve the problem of “decadence” in the upper-class family dynasties in the first place. Ray Dalio is often quoted on this topic. No other boarding school in Germany represents a such dazzling elite concept such as the school opened by Prince Max von Baden and the Jewish son of large citizen Kurt Hahn in 1920 Schloss Salem at Lake Constance. The interpretations of the Kurt Hahn education hire education for civic responsibility at the Centre, overlooked their anti-democratic and reactionary goals. Get all the facts and insights with James Donovan Goldman, another great source of information. Hahn, who is considered by supporters “the great educators of the 20th century”, but as no pedagogical training, not even present a formal academic qualification despite his studies of philosophy and Philology at various universities (Berlin, Freiburg, Gottingen, Oxford) had many representatives of the pedagogical movement of the late 19th and early 20th century, deal only child importance of academic performance. One floated him after the “7 Salem laws” to the “”Responsibility elite”well-mannered”leadership aristocracy”before (Birsner 2012, S. 55), whose privileged position through an entire catalog of properties to learn” (Palmer 1996) should be legitimized. As tap comment makes clear studying law (“the sons of rich and powerful parents from the enervating sense of privilege redeemed”) to the 7th, the goals of the school never egalitarian were Schloss Salem. It was by no means (and doesn’t to this day), every efficient in accordance with his performance of the rise in responsible positions in politics and the economy to enable, as it corresponds to the ideals of a modern democratic society (However in the Federal Republic still not realized!).

The studying education concept should solve the problem of “decadence” in the upper-class family dynasties first and foremost, which was ‘a deliberate waste of a magnificent heritage’ cock and attributed it, that “the ‘poor’ boys and girls the” Rich”not might develop into successful adults”as long as she restricted their circles”remained. His claim: “Let’s experience a fascinating school life with sons and daughters share their Eltern have to fight for their existence” was only on, to create a more favourable environment for education the young nobility and upper middle class. The children of less privileged were in this sense specifically instrumentalized. The following set is no different to understand: “No school can build on a tradition of self-discipline and energetic, joyful effort, if not at least 30 per cent of children from homes, where life is not only easy, but even hard.” A quota of 30% children came from “humble” or such, the material conditions under “harsh” (pronounced: Hartz IV) grew up always illusion remained. Also the idea that it is possible to wealthy families, “to educate their children as if they are not” be prosperous”and”facilities such as Salem, … This educational mission”took in their favor by creating a”shelter before the materialism of the world of adults”(Bernhard Bueb). On the contrary.

Life was ambiguous”, reported the former head of education Landheim Marienau, Bernhard Knoop, looking back on 35 years of experience in two country homes, and the”coexistence of the consumer behavior of the homes and the ascetic lifestyle promoted in the boarding school”always an irreducible remained heavily incriminating opposition, the educational work”. (idem ibid.). And not the instrumentalization of “Fellows” in the interests of the upper class clientele is the past now. Ulrich Lange