Albin Alfred Baeumler (sometimes Bäumler; ; 19 November 1887 – 19 March 1968), was an Austrian-born German philosopher, pedagogue and prominent Nazi ideologue. From 1924 he taught at the Technische Universität Dresden, at first as an unsalaried lecturer Privatdozent. Bäumler was made associate professor (Extraordinarius) in 1928 and full professor (Ordinarius) a year later. From 1933 he taught philosophy and political education in Berlin as the director of the Institute for Political Pedagogy.
Biography
After studying philosophy and art history in Berlin and Bonn, Baeumler received his doctorate in Munich in 1914 with a thesis on the problem of general validity in Kant's aesthetics.Nitzan Lebovic, The Beauty and Terror of "Lebensphilosophie": Ludwig Klages, Walter Benjamin, and Alfred Baeumler, South Central Review, Vol. 23, No. 1, Fascism, Nazism: Cultural Legacies of Reaction (Spring, 2006), pp. 23-39 From 1924 he taught at the Technical University of Dresden, habilitated there and became associate professor in 1928 and full professor in 1929. In 1933, he was appointed by the National Socialist Prussian Minister of Culture Bernhard Rust to a newly established chair of philosophy and political pedagogy at the Friedrich Wilhelm University of Berlin, without the faculty's involvement, and at the same time director of the newly founded Institute for Political Pedagogy. Victor Klemperer commented on the appointment: "Poor Berlin faculty: Baeumler their philosopher, Neubert their Romanist."Victor Klemperer: Tagebücher 1942–45. Aufbau-Verlag Berlin 1995, S. 479. Alongside Ernst Niekisch, with whom he was a close friend, he had contributed to the first volumes of the journal Widerstand. He contributed to the Zeitschrift für nationalrevolutionäre Politik under the pseudonyms "Leopold Martin" and "Wolf Ecker".Armin Mohler: Die konservative Revolution in Deutschland. Stuttgart 19995, S. 479
Baeumler was originally close to the Bündische and the Jungkonservativen, but then turned to National Socialism. In 1930 he was a co-founder of the Völkisch and antisemitic Kampfbund für deutsche Kultur.Ernst Klee: Das Personenlexikon zum Dritten Reich. Wer war was vor und nach 1945. Fischer Taschenbuch Verlag, Zweite aktualisierte Auflage, Frankfurt am Main 2005, S. 24. From the beginning of the 1930s, he had personal contact with Hitler and the "Nazi chief ideologist" Alfred Rosenberg.Christoph Jahr: Die nationalsozialistische Machtübernahme und ihre Folgen. In: Heinz-Elmar Tenorth (Hrsg.): Geschichte der Universität unter den Linden 1810–2010. Band 2. Die Berliner Universität zwischen den Weltkriegen 1918-1945. Akademie-Verlag, Berlin 2012, ISBN 978-3-05-004667-9, S. 315. At the Reichstag elections of 1932, Baeumler openly declared his allegiance to the NSDAP along with other philosophers,T. Laugstien: Philosophieverhältnisse im deutschen Faschismus. S. 27 but it was not until after the party had come to power that he applied for membership.T. Laugstien: Philosophieverhältnisse im deutschen Faschismus. S. 203
Nazi Regime
On 10 May 1933, Baeumler gave his inaugural lecture, "Wider den undeutschen Geist" ("Against the Un-German Spirit"), as part of his college "Wissenschaft, Hochschule, Staat" ("Science, University, State") in the crowded lecture hall 38 of the Friedrich Wilhelm University. Most of the students had turned up in SA uniforms. At the beginning of the lecture, a student flag delegation marched in with the swastika banner. The little-noticed key quote from this lecture was as follows: "Politics can only be made by those who are responsible for it. There is indeed a philosophy and science of politics, but not a scientific politics and just as little a political science. Thought must answer to thought." Baeumler went on to explain: "In a word, it can be said here what National Socialism means intellectually: the replacement of the educated by the type of soldier." The "epoch of freedom of conscience, of individualism" was over. "They are now going out to burn books in which a spirit foreign to us has used the German word to fight us. [...] What we dismiss from ourselves today are poisons that have accumulated in the time of a false toleration."Männerbund und Wissenschaft, S. 129, 130, 137; Christoph Jahr: Die nationalsozialistische Machtübernahme und ihre Folgen. In: Heinz-Elmar Tenorth (Hrsg.): Geschichte der Universität unter den Linden 1810–2010. Band 2. Die Berliner Universität zwischen den Weltkriegen 1918-1945. Akademie-Verlag, Berlin 2012, ISBN 978-3-05-004667-9, S. 302. Later, the procession of torchbearers - but without Baeumler at the head - formed up to the Opernplatz. There, according to the Völkischer Beobachter, the "German spirit" was to be symbolically purified by burning 20,000 books.
In 1934, Baeumler demanded the "political soldier" as a student ideal,Männerbund und Wissenschaft, 1934 the establishment of "men's houses" and the exclusion of the "feminine-democratic". Martin Heidegger criticised what he perceived as a lack of depth in both Baeumler and Ernst Krieck, and that both wanted to realise the national pedagogical model of the "political soldier" through external training programmes and military training. Since July 1934, Baeumler had been a member of the NSDAP's Higher Education Commission.Michael Grüttner: Die Hochschulkommission der NSDAP. In: Ursula Ferdinand, Hans-Peter Kröner, Ioanna Mamali (Hrsg.): Medizinische Fakultäten in der deutschen Hochschullandschaft 1925–1950. Synchron, Heidelberg 2013, S. 34. In 1934, Reichsleiter Rosenberg also appointed him "Head of the Office of Science of the Führer's Commissioner for the Supervision of Intellectual Training and Education of the NSDAP", and in 1941 he was promoted to Head of Service. Baeumler worked there primarily as Rosenberg's liaison to the universitiesLéon Poliakov, Josef Wulf: Das Dritte Reich und seine Denker. Berlin 1959 and also edited the Internationale Zeitschrift für Erziehung and, from 1936, the journal Weltanschauung und Schule, whose editor was Hans Karl Leistritz. His task in the Rosenberg Office, Science Department, was in particular "to work on the assessment of humanities scholars to be appointed to universities and to deal with the fundamental questions of pedagogy."Klaus-Peter Horn: Erziehungswissenschaft an der Berliner Friedrich-Wilhelms-Universität in der Zeit des Nationalsozialismus. In: Rüdiger vom Bruch (Hrsg.): Die Berliner Universität in der NS-Zeit. Band 2: Fachbereiche und Fakultäten. Franz Steiner, Wiesbaden 2005, ISBN 3-515-08658-7, S. 218
For Adolf Hitler's 50th birthday in 1939, Baeumler wrote an article in the Festschrift Deutsche Wissenschaft. At that time, Ernst Krieck and Baeumler were considered "the two leading philosophers of National Socialism".Ernst Nolte: Zur Typologie des Verhaltens der Hochschullehrer im Dritten Reich. In: Aus Politik und Zeitgeschichte, Beilage B 46/65 zur Wochenzeitung Das Parlament, 17. November 1965 From April 1942, Baeumler was head of the "Aufbauamt der Hohen Schule", a planned party university called the NSDAP's Hohe Schule.Ernst Klee: Das Personenlexikon zum Dritten Reich. Wer war was vor und nach 1945. Fischer Taschenbuch Verlag, Zweite aktualisierte Auflage, Frankfurt am Main 2005, S. 24.Diss. phil. University of Giessen 2013: Der Einsatzstab Reichsleiter Rosenberg und seine Tätigkeit in der Ukraine 1941-1944, by Nazarii Gutsul, p. 25
Post War
After 1945, Baeumler was interned for three years in camps in Hammelburg and Ludwigsburg. He was one of the few Nazi professors who did not return to a university post.Ernst Klee: Das Personenlexikon zum Dritten Reich. Wer war was vor und nach 1945. Fischer Taschenbuch Verlag, Zweite aktualisierte Auflage, Frankfurt am Main 2005, S. 24.
Pedagogical and philosophical views
"Hellas and Germania"
One of Baeumler's more well-known texts is "Hellas and Germania", published in his 1937 book, "Studies in German Intellectual History". The basic thesis of this text is that any renewal for Germany, and indeed the West in general, would require a recovery of the values which permeated Ancient Hellas. As with much of his work, Baeumler made use of Nietzsche's legacy to lend force to the thesis of the article. Baeumler summarised his thesis thus:
"We are certain that only a system of values essentially similar to the Hellenic system will be able to pull Europe out of the anarchy of values. The discovery of the Hellenic world means nothing less than the premonition of a new age, an age beyond Gothic and Enlightenment. For us, the Hellenic is not a value among others, not just something great next to the Roman, the Iranian or the Indian. Rather, our knowledge confirms the intuitive certainty of Winckelmann, Hölderlin and Nietzsche that our fate is decided in the face of Hellas."Alfred Baeumler, Studien zur deutschen Geistesgeschichte, 1937, pg. 294
"Race as a Basic Concept of Educational Science"
In this 1942 paper, Baeumler shows how, in the Nazi regime, the concepts of race and heredity have a preeminent meaning. Furthermore, he claims that the concept of "The Malleability of Man" had hitherto been misconceived. This proof, he says, is to be provided by racial thinking. He sees a problem in intellectualism. In his view, intellectualism assumes: That man comes into the world as a pure, undetermined being (tabula rasa); That the environment has the power to write what it wants on this tablet; That the organ by which man relates to the world is the intellect; That man's actions are guided by the intellect and can therefore be decisively influenced by influencing the intellect.
From this intellectualistic assumption, the concept of "unrestricted malleability" would be derived. The science of education does not start from the real human being; the goal of education is the human being as such, as he has never existed and will never exist. The success of education results from the correct application of the means. Without a sound scientific knowledge of man, the theory of education had no basis. The opponents of the science of life and race in education would still be working with a historically outdated science of man. Based on a correct relationship between intelligence and character, a realistic theory of education would emerge.
Therefore, it was of utmost importance to form character and intelligence. Racial thinking would not oppose a principle of unlimited likeness with the principle of limited likeness, but would first "discover" the true principle of likeness. The unity of character does not consist in its static, resting nature, but in its dynamically moving moments. It is the unity of direction. Education follows on from this unity; this unity can never be produced through intellect and environment.
The task of education arises from the relatively undetermined direction of unity. Only through the formative effect of others does the soul attain itself. At the end of education is the clearly defined form of the "type", which can only be achieved through education by the community. With the insight into the impossible concept of "unrestricted education", the concept of any "restriction" through educational measures also falls:
"Limitation is not an invention of racial educational science, but an essential characteristic of the human being."
"The German School and its Teacher"