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Modern NatureThe Rise of the Biological Perspective in Germany$
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Lynn K. Nyhart

Print publication date: 2009

Print ISBN-13: 9780226610894

Published to Chicago Scholarship Online: March 2013

DOI: 10.7208/chicago/9780226610924.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 19 September 2021

The “Living Community” in the Classroom

The “Living Community” in the Classroom

Chapter:
(p.161) Chapter Five The “Living Community” in the Classroom
Source:
Modern Nature
Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226610924.003.0005

This chapter investigates the transfer of the community concept into the setting of school reform via the curriculum proposed by Friedrich Junge and its reception within the communities of primary and middle school teachers. It tries to demonstrate how the biological community concept shaded over easily into lessons about human community, Heimat, and expectations for good citizenship in the new German nation. Junge published Natural History in the Primary School: The Village Pond as a Living Community. His curriculum became a major vehicle by which the biological perspective spread out into the German population. His program also circulated with lightning speed through the ranks of schoolteachers in the 1880s. The Lebensgemeinschaft concept presented a naturalized parallel and reinforcement of the idea of “Heimat.” It reinforced the naturalness of the Heimat concept because it was taught as embodying a set of relationships rooted in nature.

Keywords:   school reform, Friedrich Junge, biological community, Heimat, The Village Pond, curriculum, Lebensgemeinschaft

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