United World Colleges. Duke of Edinburgh Award. Round Square. Outward Bound International. He had only tried to find what is best for his students. One has to reap the wisdom of thousands of years. Nevertheless, one should neither overestimate his comments nor underestimate his originality. Hahn adopted, but he did not copy. The way in which he analyzed and systematizes the conceptions of other educators and the way in which he integrated them into his own educational philosophy was constructive and creative, sometimes even brilliant.
For is there another way to characterize his idea of putting life saving services such as rescue at the disposal of education? Or his idea to combine divergent elements such as the German fitness training, the American project learning, the British scout tradition, and the Christian charity work into a coherent concept?
Or his idea to realize his educational theory in diverse institutions by differentiating them as to extent, duration, and age group so efficiently that by now millions of young people between the ages of 14 to 25 all over the world have been keen on experiencing his method of gaining self-confidence and social competence?
Some of these critical comments are not unfounded. Hahn undoubtedly overestimated the character-forming value of sports and underestimated the social pressure to conformity and subordination his students were exposed to.
He partially misunderstood the significance of reason for moral education, and the importance of instruction for intellectual education. Sexuality and puberty were all too often considered by him as a threat from which boys and girls needed to be preserved and protected.
Nevertheless, it is obvious that morality has to be trained and that unforgettable experiences can help to make right decisions in difficult situations. Carrying out project work, adventurous trips, and rescue services, the adolescents can prove their intelligence and imagination and get to know through challenging, sometimes dangerous situations, that they are needed and that the limits of their capacity to learn and act are set much further than others think and they themselves believe.
Some forms of violence, theft, and drug consumption adolescents are liable to experiment with might be pointless and unnecessary. As a creative educator and brilliant organizer, Kurt Hahn counts among the great progressive school reformers of the 20th century. Bibliography Primary literature Hahn, K. Here you find — among others — all the texts quoted: Hahn, K. Hahn, K. Albert Langen. For articles in English see especially: Hahn, K.
The Listener January 17, , pp. The Listener November 28, , pp. The Young and the Outcome of the War. Lindsay Press. International Journal of Social Psychiatry 8 , pp. In addition, the following works were basically written by Hahn: Baden, Prince M. Die moralische Offensive. Deutschlands Kampf um sein Recht. Deutsche Verlagsanstalt. Baden, Prince M. Secondary literature Apel, H. Aus Projekten lernen. Grundlegung und Anregungen. Brereton, H. Ancient Estate and Modern School.
Flavin, M. Wilmington: Middle Atlantic Press. Fletcher, B. London: Methuen. Hentig, H. Pp The schools and schemes Hahn originated can be arranged into four categories: 1 boarding schools since , united in the Round Square Conference, about twenty worldwide by ; 2 Outward Bound Schools since , short-term schools of three to four weeks for students and young workers; about thirty by , many of them in the United States ; 3 International Award for Young People since , the most well known is the Duke of Edinburgh Award, about , boys and girls of 14 to 25 years of age participate in more than countries each year experiencing the fourfold program in their spare time ; 4 United World Colleges since , international two-year colleges in England, Canada, the United States, Italy, Germany, Venezuela, Swaziland, Singapore, Hong Kong.
Hahn received many honors for his political and educational activities. George Z. Bereday and Joseph A. London: Evans Brothers. The Young and the Outcome of the War.
London: Lindsay. Kurt Hahn: Reform mit Augenmass. To combat these he developed a programme for developing "moral independence", physical wellbeing and the ability to tell right from wrong. Born in , Hahn suffered severe sunstroke in , and had to have the occipital bone at the back of his skull removed. Throughout his life he avoided sunlight and wore a wide-brimmed hat while outdoors, creating an air of eccentricity.
Pupils had to go for a run before breakfast, drank milk at mealtimes, did 45 minutes of athletics during their mid-morning break and, after lunch, lay flat on their backs for 45 minutes while a teacher or older pupil read aloud to them. They also helped with the upkeep of the school. On Saturdays, the boys formed "guilds" of explorers, farmers and artists, which Hahn said gave their eyes a "gleam". Philip, who had been exiled from Greece following a revolution when he was an infant, arrived at Schloss in the autumn term of It was a bad time for Hahn.
In August , five months before he became chancellor of Germany, Hitler had condoned the murder of a communist by Nazi stormtroopers. Appalled, Hahn had written a letter to Salem's old boys, telling them to disregard Hitler or break off relations with the school. In March , Hahn was one of many people arbitrarily arrested following the burning of the Reichstag.
The next year, he founded Gordonstoun school, taking over a stately home in Morayshire, an area where he had spent time while a student at Oxford before World War One. He ran it along similar lines to the Schule Schloss. One of his first pupils was Philip, who had moved to the UK from Germany.
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