Academic Pedagogy and Art Education in Weimar-Era Germany : What difficulties and possibilities did aesthetics bring into education?

This paper attempts to elucidate the relationship between academic pedagogy and art education in Weimar-Era Germany. It starts with the presentation of issues (I), followed by the discussion in which it is recognized that it was not until the Weimar Era that pedagogy courses were established in German Universities, and that many of those courses were occupied by researchers who supported "pedagogy as a human science" (Geisteswissenschaftliche Padagogik) (II). Based on the above-mentioned discussion, this paper next reviews the relationship between pedagogy as a human science and art education, focusing on three periods : 1920-22,1926-28,and 1932-33 (III-V). Art education in the 1920-22 period generated radical arguments, which questioned traditional intergenerational relationships and school education by directly connecting the aesthetic dimension and education (III). Such radical arguments were integrated into the framework of the "educational movement" of pedagogy as a human science-the educational movement that placed emphasis on the logic of education-while the controversy regarding the limits of education gained momentum in the 1926-28 period (this integration was especially apparent in Theodor Litt\u27s thought) (IV). During the 1920-22 period, however, pedagogy as a human science introduced a concept that attempted to realize "folk community" (Volksgemeinschaft) by transforming hierarchical society and hierarchical culture through a direct connection between the aesthetic dimension and education. The concept was especially notable in the field of social education. During the 1926-28 period, the same concept emerged as a culturecriticizing, society-reforming argument in the "educational movement." which emphasized the logic of movement (this emergence was especially apparent in the thoughts of Herman Nohl and Wilhelm Flitner), confronting the conservative framework of the "educational movement". In an attempt to resolve this dilemma of academic pedagogy in terms of the aesthetic dimension, Ernst Krieck presented the idea of the "education of Muse" (musische Erziehung) from the outside of the framework of the pedagogy as a human science. However, Krieck\u27s thought in the 1932-33 period had an apparent connection with Nazism (V). The dilemma that the educational movement was experiencing was most obvious in terms of the aesthetic dimension. It can be concluded that, to resolve the dilemma by breaking down the framework of the educational movement, or the framework of academic pedagogy, an idea that ended up connecting itself with Nazism was generated in pedagogy (VI)