Hubbry Logo
Universities in Nazi GermanyUniversities in Nazi GermanyMain
Open search
Universities in Nazi Germany
Community hub
Universities in Nazi Germany
logo
8 pages, 0 posts
0 subscribers
Be the first to start a discussion here.
Be the first to start a discussion here.
Universities in Nazi Germany
Universities in Nazi Germany
Universities in Nazi Germany
View on Wikipedia
from Wikipedia

This article discusses universities in Nazi Germany. In May 1933 books from university libraries which were deemed culturally destructive, mainly due to anti-National Socialist or Jewish themes or authors, were burned by the Deutsche Studentenschaft (German Student Union) in town squares, e.g. in Berlin, and the curricula were subsequently modified. Martin Heidegger became the rector (and later head) of Freiburg University, where he delivered a number of National Socialist speeches and for example promulgated the Führerprinzip at the University on August 21, 1933.

Public burning of un-German writings and books on Opernplatz in Berlin. Students and National Socialists at the Unter den Linden cremation site.

Well-known expelled professors

[edit]

Austrian universities

[edit]

The University of Vienna participated in National Socialism. Eduard Pernkopf (rector 1943–1945) compiled a "Topographical Anatomy of the Human Species". Hans Sedlmayr, a declared National Socialist, led an art institute throughout the war.

Germanized universities

[edit]

The first Reichsuniversität began operations in Prague on November 4, 1939.[1]

The University of Poznań was closed by the German Occupation in 1939, and reopened on April 27, 1941 as Reichsuniversität Posen,[1] a Grenzlanduniversität aligned with Nazi ideology. Its faculty included historian Reinhard Wittram [de] and anatomist Hermann Voss. The German university ceased operations in 1944, and the University of Poznań reopened in 1945.

The University of Strasbourg was transferred to Clermont-Ferrand in 1939 and Reichsuniversität Straßburg existed from November 23, 1941[1] until the Allied recapture of the city in 1944. It was notably the site of medical experimentation on and murder of Jews and other concentration camp inmates led by the Dean of the Medical School, August Hirt.[2]

See also

[edit]

References

[edit]

Sources

[edit]


Stub icon

This intellectual history article is a stub. You can help Wikipedia by expanding it.

Stub icon

This article related to Nazi Germany is a stub. You can help Wikipedia by expanding it.

Revisions and contributorsEdit on WikipediaRead on Wikipedia

Universities in Nazi Germany

View on Grokipedia
from Grokipedia
Universities in Nazi Germany underwent , a rapid coordination process beginning in 1933 that subordinated higher education to National Socialist ideology, entailing the dismissal of approximately one-fifth of academic staff—primarily Jews and political opponents—and the restructuring of curricula to emphasize , anti-Semitism, and . This transformation, driven by the Law for the Restoration of the Professional Civil Service enacted in April 1933, expelled around 1,600 Jewish scholars and hundreds more for leftist or liberal views, leading to a significant brain drain as many emigrated to institutions abroad. Student organizations, invigorated by Nazi-aligned groups like the , played a pivotal role in enforcing ideological conformity, including orchestrating public book burnings of "un-German" texts in university towns across the Reich. While some fields saw continued research under regime priorities, such as applied sciences for war efforts, the prioritization of party loyalty over scholarly merit eroded traditional academic independence, with rectors required to swear personal allegiance to .

Pre-Nazi Foundations

Structure and Prestige of German Higher Education

The German higher education system in the pre-Nazi era, particularly during the (1919–1933), was characterized by a decentralized structure of state-funded institutions emphasizing research alongside teaching, a legacy of the Humboldtian reforms initiated in the early . Wilhelm von Humboldt's vision, implemented through the founding of the University of Berlin in 1810, promoted —the holistic intellectual and moral development of students—via small seminars, independent research, and academic self-governance by professors, rather than rote instruction or vocational training. This model unified research (Forschung) and teaching (Lehre), fostering specialized institutes and laboratories that advanced fields like physics, chemistry, and , with universities enjoying relative from direct state interference in curricula, though funding and appointments were subject to ministerial oversight. Structurally, the system distinguished between traditional Universitäten (around 21 by the 1920s, including ancient foundations like , established in 1386) focused on , , , , and natural sciences, and newer Technische Hochschulen (about 7, such as those in and ) dedicated to , , and applied sciences, which gained full equivalence in 1900. Governance occurred through faculty senates and university councils, where full professors (Ordinarien) held dominant influence over hiring, promotions, and policy, often leading to hierarchical "chair systems" (Lehrstuhlprinzip) that concentrated authority in individual departments. Admission required the , a comprehensive examination after 8–9 years of Gymnasium (selective secondary schooling), limiting enrollment to roughly 2–3% of the age cohort, with total students numbering approximately 120,000 by the late 1920s amid economic recovery, though overcrowding strained resources post-World War I. This framework conferred immense prestige on German academia internationally, positioning it as the epicenter of advanced scholarship from the mid-19th century through the early 20th. By 1910, German universities led global output in Nobel Prizes—accounting for over 30 laureates in sciences and medicine by 1933—and innovations like and quantum theory, drawing thousands of foreign scholars, including Americans who emulated the model in founding research-oriented institutions like in 1876. Their reputation stemmed from rigorous training in critical inquiry, prolific publications in specialized journals, and state investment in infrastructure, outpacing Anglo-American systems in pure research until the brain drain; contemporaries viewed them as unrivaled for fostering groundbreaking discoveries without immediate practical mandates.

Emerging Nationalist Sentiments in Academia

In the aftermath of , German universities became fertile ground for nationalist resurgence, driven by widespread resentment over the , hyperinflation, and the perceived humiliations of defeat. Faculty and students alike embraced the "stab-in-the-back" myth, which posited that Germany's military collapse resulted from domestic subversion by socialists, , and pacifists rather than battlefield realities, thereby undermining faith in the Weimar Republic's democratic foundations. This sentiment was amplified by economic instability and the influx of demobilized soldiers into academia, where enrollment surged from approximately 40,000 in 1919 to over 130,000 by 1931, intensifying competition for limited resources and fostering scapegoating of perceived internal enemies. Student organizations, particularly traditional corporations like the Burschenschaften and , channeled these frustrations into overt and , traditions that predated the era but intensified in the amid völkisch ideology emphasizing ethnic purity, anti-urbanism, and opposition to integration. These groups, which organized duels and rituals symbolizing martial valor, routinely excluded —often justifying it on racial rather than religious grounds—and promoted pan-German unity against the "un-German" , with incidents including physical assaults and discriminatory quotas becoming commonplace by the mid-. The Deutsche Studentenschaft, nominally a representative body founded in the early years, evolved into a bastion of right-wing radicalism, where völkisch factions advocated for a culturally homogeneous body aligned with authoritarian revivalism, setting the stage for broader ideological alignment. Among faculty, nationalist leanings manifested in critiques of and , with figures like gaining prominence through works decrying Western decline and advocating rooted in organic national revival. Professors often romanticized the pre-1918 empire as a pinnacle of German achievement, viewing Weimar's pluralism as a dilution of scholarly rigor and national ethos, which contributed to tacit support for right-wing involvement on campuses. permeated academic discourse, intertwined with as a response to socioeconomic pressures; surveys and petitions from the era reveal professors endorsing restrictions on Jewish admissions, framing them as necessary to preserve "" intellectual dominance amid perceived overrepresentation in fields like and . These sentiments, while not monolithic—opposed by liberal and socialist minorities—reflected a causal linkage between institutional frustrations and ideological , unmitigated by the republic's fragile safeguards.

Seizure of Control (1933–1934)

Enabling Legislation and Initial Interventions

The , passed by the Reichstag on March 23, 1933, granted the Nazi cabinet the authority to enact laws without parliamentary approval, even if they deviated from the , thereby providing the legal foundation for rapid executive interventions in all state institutions, including universities. This legislation, secured after the had already suspended civil liberties on February 28, 1933, eliminated democratic checks and enabled the swift passage of discriminatory measures targeting academia. In the university context, it facilitated the bypassing of traditional faculty governance structures, allowing Prussian Minister of Culture and other officials to impose Nazi-aligned administrators without legislative opposition. The pivotal Law for the Restoration of the Professional Civil Service, promulgated on April 7, 1933, explicitly authorized the dismissal of civil servants deemed politically unreliable or of "non-Aryan" descent, directly applying to university professors classified as Beamte under German . Paragraph 3 of the law targeted and those who had not supported the "national" uprising against the system, leading to immediate "" orders for hundreds of academics; by July 1933, supplementary regulations expanded dismissals to include partial and spouses of . , as state-funded entities, saw notary commissions established to review faculty loyalty, with approximately 15-20% of professors affected in the initial wave, though Jewish scholars comprised only about 5% of the total professoriate. This law marked the formal onset of ideological purification, overriding tenure protections enshrined in the 1919 reforms. Initial interventions complemented these laws through administrative pressures and self-coordination (Gleichschaltung) at universities, beginning as early as February 1933 when student Nazi groups and faculty sympathizers demanded oaths of allegiance to the regime. In Frankfurt, the first major target due to its progressive reputation, Nazi officials orchestrated faculty meetings to install compliant deans by March, while Heidelberg's senate voluntarily adopted an "Aryan paragraph" excluding Jews from leadership roles ahead of national mandates. Rector appointments shifted to Führerprinzip models, with figures like Martin Heidegger assuming the Freiburg rectorship on April 21, 1933, to enforce Nazi directives on campus organization. The April 25, 1933, Law Against Overcrowding in Schools and Universities further restricted Jewish student admissions to 1.5% of enrollment, aligning with Germany's Jewish population proportion and signaling the extension of racial quotas to higher education. These steps, often initiated by local Nazi student leagues before full legal enforcement, compelled universities to reorganize senates and curricula under regime oversight by mid-1933.

Purges of Faculty and Administrators

The purges of university faculty and administrators in Nazi Germany commenced shortly after Adolf Hitler's appointment as Chancellor on January 30, 1933, intensifying with the enactment of the Law for the Restoration of the Professional Civil Service on April 7, 1933. This legislation targeted civil servants, including most academic personnel who held Beamtenstatus (tenured civil service positions), mandating the dismissal of those of "non-Aryan" descent—primarily Jews—and individuals deemed politically unreliable, such as former members of leftist parties or those who had not supported the Nazi movement prior to 1933. Paragraph 3 of the law explicitly barred civil servants of non-Aryan origin from service, while Paragraph 4 enabled the removal of those whose prior political affiliations or wartime service exemptions conflicted with Nazi ideological purity, though initial exemptions for World War I veterans were later revoked by supplementary decrees in July and September 1933. Implementation proceeded rapidly through the Prussian Ministry of Science, Education, and National Culture, led by figures like , who coordinated with university rectors and the Reich Ministry of the Interior to compile lists of dismissals. Faculty and administrators faced summary evaluations, often without appeal, resulting in forced retirements, resignations under duress, or outright termination; by the end of , approximately 15% of Germany's 7,266 researchers—over 1,000 individuals—had been removed, with the majority citing either racial criteria or . Non-Jewish academics, including socialists and pacifists, comprised a notable portion of those purged for ideological reasons, though formed the primary target, accounting for around 1,600 dismissals from higher education by 1938 when including post-Anschluss. At major institutions, the impact was stark: the dismissed over 250 Jewish professors and staff in –1934 alone, while lost 23–25% of its teaching personnel, ranking third nationally in proportional staff reductions. Student organizations, such as the Nazi Student League (NSDStB), amplified the purges by compiling "blacklists" and staging protests demanding the ouster of specific faculty; for instance, at , students called for the immediate removal of 28 professors, many of international repute, pressuring administrators to comply ahead of formal decrees. Administrators, often rectors or deans holding roles, were similarly vulnerable: non-compliant figures faced replacement by Nazi loyalists, with over one-fifth of overall affected in the initial wave, disrupting departmental leadership and research continuity. These actions, justified by the regime as restoring a "national" aligned with racial principles and völkisch ideology, systematically eliminated intellectual opposition, though some targeted individuals, like veterans, initially retained positions until loopholes were closed.

Ideological Reorientation

Implementation of Racial and Aryanization Policies

The Law for the Restoration of the Professional Civil Service, enacted on April 7, 1933, initiated the racial reconfiguration of university faculties by mandating the retirement or dismissal of civil servants not of descent, explicitly targeting Jewish academics under Paragraph 3. This legislation applied directly to professors and lecturers classified as state employees, requiring universities to verify ancestry through racial examinations and certificates. Initial exemptions for veterans were granted but largely revoked by a supplementary decree on July 31, 1933, accelerating dismissals. Implementation proceeded swiftly, with university senates and rectors compiling lists of affected faculty and notifying them of termination, often effective by the winter semester of 1933–1934. Most Jewish professors—comprising roughly 5 to 10 percent of the academic staff, concentrated in fields like , , and —were removed, their positions auctioned or reassigned to candidates through a centralized appointment process. By early 1934, this had eliminated nearly all Jewish medical faculty from universities, with over 2,600 Jewish physicians overall dismissed and replaced by non-Jews. The process, termed Säuberung (cleansing), extended to administrative roles and honorary positions, ensuring racial purity in academic . Aryanization of faculties involved not only dismissals but active recruitment of ideologically aligned non-Jewish scholars, often from lower ranks or external pools, to fill vacancies and expand Nazi-approved disciplines. New appointees were required to affirm status and loyalty to the regime, with the Reich Ministry of Science, Education, and Culture overseeing compliance via quotas and vetting. This replacement mechanism preserved institutional continuity while embedding racial , as evidenced by the filling of vacated chairs in and universities within months. Racial policies also curtailed Jewish student access through the Law Against Overcrowding in Schools and Universities, promulgated on April 25, 1933, which capped Jewish enrollment at 1.5 percent nationally, later aligned to the Jewish population share of approximately 0.75 percent. Universities enforced quotas via admissions boards, excluding "non-Aryans" from licensing exams and clinical training by 1934, with some institutions like imposing even stricter 1 percent limits in defiance of federal guidelines. These measures reduced Jewish student numbers from over 4,000 in 1932 to under 1,000 by 1938, redirecting resources toward youth . Subsequent decrees reinforced these policies; the of September 15, 1935, codified racial definitions, prohibiting mixed marriages and extramarital relations involving Jews, which indirectly barred "Mischlinge" (partial Jews) from faculty roles after 1937 amendments. By 1938, cumulative purges had removed 2,000 to 3,000 scholars from German and Austrian universities combined, fundamentally altering intellectual output through enforced homogeneity. Resistance was minimal, with most institutions complying to secure state funding, though isolated protests by non-Jewish faculty highlighted the policy's disruption to scholarly merit.

Reforms to Curriculum and Teaching Practices

Following the Nazi seizure of power in 1933, the Reich Ministry of Science, Education, and Culture, initially under the oversight of figures like (appointed Prussian Minister in April 1933 and Reich Minister in 1934), issued directives mandating the integration of National Socialist ideology into university curricula, emphasizing the "Nazi worldview" (Weltanschauung) as a foundational element of instruction. This included requirements for professors to align lectures with party principles, such as racial superiority and anti-Semitism, often through mandatory seminars on Adolf Hitler's and related texts, supplanting traditional emphasis on critical inquiry. Racial science (Rassenkunde) emerged as a core component, particularly in , , and faculties, where courses on and "" became obligatory by the mid-1930s, framing human variation through pseudoscientific claims of Nordic supremacy and justifying policies like sterilization under the 1933 Law for the Prevention of Hereditarily Diseased Offspring. For instance, universities like and incorporated lectures on "applied " as espoused by , portraying as an extension of and racial struggle, with enrollment in such programs surging as ideological conformity determined academic advancement. and philosophy curricula were similarly revised to glorify Germanic folklore, vilify the , and depict as existential threats, replacing cosmopolitan narratives with volkisch nationalism. Teaching practices shifted toward indoctrination, with faculty required to administer an of personal loyalty to Hitler by 1934, and non-compliance policed through student denunciations and Nazi Student League oversight, leading to and the cancellation of classes for political rallies or labor service. Physical training and military drills were mandated, comprising up to 10% of student workloads by 1936, aligning higher education with preparation rather than pure scholarship. In law faculties, curricula adapted to (1935), teaching racial prerequisites for citizenship as immutable biological facts, while economics and social sciences prioritized and anti-capitalist rhetoric targeting "Jewish finance." These reforms prioritized political reliability over expertise, resulting in a documented decline in research quality and international standing, as evidenced by of over 2,000 scholars by and the substitution of rigorous debate with dogmatic recitation. Enforcement via the 1933 Civil Service Law, which dismissed approximately 15% of professors (many for ideological deviation), ensured compliance, though some holdouts like the group at University demonstrated pockets of resistance through underground distribution of anti-regime materials in 1942–1943.

Faculty and Administrative Adaptation

Profiles of Collaborators and Loyalists

, professor of philosophy at the , joined the National Socialist German Workers' Party (NSDAP) on May 1, 1933, shortly after Adolf Hitler's appointment as Chancellor, and was elected rector of the university on April 21, 1933. In his inaugural rectoral address on May 27, 1933, Heidegger declared Hitler to be "the one and only present and future German reality and its law," framing the Nazi revolution as a philosophical renewal aligned with his existential concepts of authenticity and resoluteness. As rector, he implemented Nazi policies, including the exclusion of Jewish faculty under the Law for the Restoration of the Professional and the mandatory inclusion of military training and labor service in the curriculum; he also enforced the German Students' League's demands for ideological conformity, such as book burnings. Heidegger resigned the rectorship in April 1934 amid conflicts over university autonomy but retained his party membership until 1945, later describing his involvement as a "spiritual mission" while minimizing its political dimensions in postwar reflections. Philipp Lenard, a Nobel Prize-winning physicist (1905) and professor at the University of Heidelberg, was an early and vocal supporter of National Socialism, endorsing Adolf Hitler as early as the 1920s and promoting "Deutsche Physik" as a racially pure alternative to "Jewish physics," particularly targeting Albert Einstein's theory of relativity. Under the Nazi regime, Lenard served as an advisor to Hitler and was appointed Chief of Aryan Physics by the Reich Research Council in 1937, using his influence to advocate for the dismissal of Jewish scientists and the prioritization of experimental physics over theoretical work deemed un-German. He authored pamphlets and books, such as Vierzehn Jahre der Physik im Urteil der Zeit (1923), that prefigured Nazi antisemitism by attacking Einstein personally and scientifically, and continued such attacks through organizations like the German Physics Society, which he helped steer toward ideological conformity. Lenard's loyalty extended to public endorsements of Nazi racial policies, contributing to the marginalization of modern physics in German universities until wartime exigencies reversed some restrictions. Johannes Stark, another Nobel laureate in physics (1919) and professor at the , aligned closely with Nazi ideology by joining the NSDAP in 1930—prior to the regime's seizure of power—and actively campaigning against "" alongside Lenard through the formation of the Society for and related groups. As president of the Physikalisch-Technische Reichsanstalt from 1933, Stark enforced policies, dismissing Jewish staff and redirecting research toward practical applications supportive of rearmament, while publicly denouncing and relativity as degenerate influences. His administration prioritized ideologically aligned scholars, contributing to the exodus of talent but also to short-term gains in applied fields like for military use; Stark's efforts exemplified how pre-1933 party members leveraged academic positions to embed Nazi racial and volkish principles into scientific discourse. These figures represented a minority of ideological loyalists among faculty, with broader adaptation involving opportunistic affiliations; by 1937, approximately one-third of professors had joined the NSDAP, often to secure positions vacated by dismissals, though fervent collaborators like Heidegger, Lenard, and Stark shaped university governance through rectorships, departmental control, and propaganda. Their actions facilitated the regime's coordination (Gleichschaltung) of higher education, prioritizing state loyalty over intellectual independence, as evidenced by mandatory oaths to Hitler and integration of party cells into administrative structures. Postwar denazification proceedings convicted some, such as Stark, of misconduct, but many retained influence due to the regime's collapse and incomplete accountability.

Scale and Consequences of Dismissals and Emigrations

The Law for the Restoration of the Professional Civil Service, enacted on April 7, , mandated the dismissal of civil servants deemed non-Aryan or politically unreliable, targeting primarily Jewish academics and those associated with leftist or pacifist views; this affected universities as public institutions reliant on state funding. By the end of , approximately 15% of German university faculty had been removed, with the figure reaching 13-18% across scientific disciplines by 1938 as further regulations, including the of 1935, expanded purges to partial Jews and spouses. Overall, around 20% of German academics lost their positions by 1939, encompassing roughly 2,000-3,000 scholars from universities in and, post-Anschluss, . Jewish professors, who comprised about 12-16% of the pre-1933 faculty, formed the majority of those dismissed, though non-Jewish opponents numbered in the hundreds. Emigration followed rapidly, facilitated by professional networks and emergency committees in host countries; over 1,300 scholars and scientists fled between 1933 and 1935 alone, with the total academic exodus exceeding 2,000 by 1939 as intensified and job prospects vanished. Destinations included the , , and , where institutions like for Social Research and the Hebrew University absorbed refugees; by war's end, virtually all remaining Jewish academics had either emigrated or faced internment or death. The purges inflicted lasting damage on German higher education and research capacity, as many dismissed professors ranked among their fields' leaders, leading to a sharp decline in departmental quality and output; subsequent PhD cohorts under replacement faculty produced fewer publications and lower-impact work, particularly in mathematics, physics, and chemistry. This brain drain deprived Germany of expertise in theoretical physics and biochemistry, exemplified by the exodus of figures like Albert Einstein and Fritz Haber, contributing to lags in fields critical to wartime technology such as nuclear research. Nazi authorities dismissed these losses, ideologically rejecting "Jewish physics" as degenerate, which compounded the regime's prioritization of applied, militarized science over foundational inquiry. Conversely, host nations reaped substantial gains; the and Britain absorbed dozens of eminent refugees, including multiple Nobel laureates in physics like and future winners such as , bolstering Allied scientific efforts—including contributions to radar, rocketry, and the —that proved decisive in . This transfer elevated global scientific centers outside Europe, with emigrants securing over 70 Nobel Prizes collectively in subsequent decades, underscoring the causal link between the dismissals and a reconfiguration of international academia.

Student Mobilization and Campus Dynamics

Rise of the Nazi Student League

The (NSDStB) was established in as a branch of the aimed at mobilizing university students and aligning higher education with National Socialist ideology. By the early 1930s, the organization had cultivated significant support among students disillusioned by Weimar-era economic instability and cultural shifts, enabling it to secure leadership of the national Deutscher Studentenschaft (German Students' Union) through elections in 1931. Following Adolf Hitler's appointment as on January 30, 1933, the NSDStB rapidly expanded its influence amid the broader Nazi process, which synchronized institutions with party directives. members, often acting as a vanguard for Nazi policies, pressured university administrations and ousted non-conforming groups, achieving dominance in governance by spring 1933. Many pre-existing fraternities and organizations, already sympathetic to , collaborated with or integrated into the NSDStB, accelerating its control over campus activities. A pivotal demonstration of the League's ascendant power occurred on May 10, 1933, when NSDStB members orchestrated book burnings in over 20 towns across , destroying more than 25,000 volumes deemed "un-German" by Nazi standards, including works by Jewish, pacifist, and leftist authors. These , supported by the regime but initiated by students, symbolized the ideological purification of academic life and solidified the NSDStB's role as the exclusive representative of student interests. By summer 1933, the organization had effectively monopolized student politics, paving the way for mandatory membership and further indoctrination efforts.

Indoctrination, Activities, and Conflicts

The (NSDStB), founded in , indoctrinated university students through ideological training sessions, exercises presented as work details, and communal living in association houses (Kameradschaftshäuser) aimed at fostering unwavering loyalty to Nazi principles. These efforts emphasized a synthesis of intellectual and physical action, as promoted in propaganda posters depicting students as "workers of the head and the fist." A hallmark activity was the coordinated book burnings of May 10, 1933, organized by pro-Nazi elements within the Deutsche Studentenschaft (DSt) in close collaboration with the NSDStB as part of the "Campaign Against the Un-German Spirit" launched on April 12, 1933. These events occurred in over 20 university towns, where students publicly incinerated tens of thousands of volumes deemed ideologically subversive, including works by Jewish authors, pacifists, and leftists; in Berlin's Opernplatz alone, approximately 20,000 books were destroyed amid speeches by Nazi officials like . Further activities included targeted assaults on Jewish student organizations, such as the ransacking of the Jewish fraternity Neo-Friburgia in Freiburg in May 1933, and the erection of "shaming posts" in cities including , , Königsberg, Münster, and to publicly humiliate perceived ideological enemies. By 1934, the NSDStB had seized control of the national student union, enabling systematic Nazification of campus governance and mandatory alignment with party directives. Campus conflicts intensified post the April 7, 1933, Law for the Restoration of the Professional Civil Service, which facilitated the dismissal of over 1,100 faculty members by 1935—many for Jewish ancestry or —emboldening NSDStB activists to interrupt lectures, provoke physical skirmishes, and intimidate remaining Jewish students and dissenting faculty. Early 1933 saw territorial rivalries and clashes with non-Nazi fraternities, while at institutions like Frankfurt University, Nazi-appointed commissars enforced antisemitic edicts, such as banning from campus premises by March 15, 1933, often backed by student-led protests and threats. These actions suppressed opposition and aligned universities with racial ideology, though sporadic faculty resistance, including lecture walkouts, highlighted limited pockets of defiance amid pervasive .

Research Under Nazi Oversight

Militarization and State-Directed Priorities

Following the Nazi seizure of power in , German universities underwent significant militarization, with curricula reoriented to prioritize national defense and physical preparedness. Professors were required to undergo a six-week indoctrination camp organized by the National Socialist Lecturers Alliance, incorporating military drills, fitness , and ideological instruction to align with regime goals. Lecture halls increasingly featured mandatory salutes to Hitler at the start and end of classes, while subjects such as physics were reframed to exclude "Jewish" theories like relativity, dismissing them as incompatible with science. became compulsory, emphasizing paramilitary exercises that often disrupted regular academic schedules, as fraternities enforced military-style discipline in collaboration with Nazi student organizations. State-directed priorities extended to research, where the regime centralized oversight to support rearmament and . Established in 1936, the Reichsforschungsrat (Reich Research Council) under the Ministry of Education coordinated scientific efforts across universities and institutes, channeling funds toward projects vital to military needs, such as synthetic fuels, explosives, and aviation technologies. University research required explicit government approval, with appointments and funding conditioned on alignment with Nazi objectives, leading to applied sciences like being funneled into applications, including rocketry and chemical weaponry development. For instance, at the University of Berlin, expanded racial science courses under figures like —introducing 25 new programs—served dual ideological and practical roles, informing policies on population management that supported wartime . Admission policies reinforced militarization, mandating prior military or labor service for students—compulsory for males via the Reich Labor Service and training—which contributed to a sharp decline in enrollment from 127,820 in 1933 to 58,325 by 1939, as academic pursuits yielded to frontline demands. Despite purges removing over 10% of faculty by 1938, primarily Jews whose expertise in fields like physics bolstered Allied efforts post-emigration, remaining university researchers provided technological contributions to the Nazi war machine, including advancements in and systems. This redirection prioritized utility over pure , with political loyalty supplanting merit in , though it sustained outputs in strategic areas until resource shortages in the later war years curtailed broader academic productivity.

Scientific Outputs and Technological Contributions

Despite the ideological constraints and personnel losses from dismissals and emigrations, German universities under Nazi oversight produced applied research outputs that supported the regime's militarized priorities, particularly in and physics directed toward weaponry and . Basic scientific publications declined sharply after , as the exodus of Jewish and dissenting scholars—accounting for about 15% of physicists but 64% of subsequent citations—eroded the pre-Nazi excellence in theoretical fields like and . The number of German-language scientific papers also dropped dramatically, reflecting isolation from international collaboration and a shift toward ideologically aligned, practical applications over pure inquiry. In rocketry and ballistics, university-trained researchers advanced liquid-fueled missile technology foundational to the V-2 program, the world's first long-range guided deployed in 1944, which incorporated guidance systems and achieved speeds over 3,500 km/h. , who earned his physics PhD from the University of in 1934, led the development at , drawing on academic expertise in and honed at institutions like the . Similarly, aerodynamic research at the , under , contributed theory and testing of airfoils that informed designs, including high-speed flight profiles essential for later jet and rocket applications; Prandtl's pre-war foundational work persisted into Nazi-era projects despite his nominal accommodation to the regime. Aviation propulsion saw breakthroughs tied to university physics programs, notably the axial-flow engine prototyped by , a 1935 PhD graduate, which powered the Heinkel He 178's first jet flight on August 27, 1939, and influenced the , the operational jet fighter introduced in 1944. faculties supported production via processes like Fischer-Tropsch synthesis, scaled up from university-originated research to yield over 92% of Germany's by 1944, mitigating oil shortages through plants. These outputs, while innovative in application, relied heavily on coerced labor and pre-1933 , with long-term basic science stagnation evident in the regime's failure to achieve weapons despite Heisenberg's research at and universities.

Institutional Variations

Key German Universities' Experiences

The University of Heidelberg underwent swift nazification after the Nazi Party's rise to power. In 1930, the Nazi student organization NSDStB seized control of the student union, initiating campaigns against the local government and university leadership deemed insufficiently aligned with National Socialist ideology. Following the April 1933 Civil Service Law, the university implemented racial decrees that purged Jewish faculty and staff, with one of the earliest and most extensive "cleansings" occurring between 1933 and 1935, affecting professors, lecturers, and administrators. Enrollment plummeted from 3,687 students in 1932 to significantly lower numbers by 1934, attributed in internal complaints to the regime's exclusionary policies and ideological shifts. On May 17, 1933, Heidelberg students participated in a public , destroying works by Jewish and "un-German" authors, symbolizing the institution's alignment with Nazi cultural purification efforts. In contrast, the University of Göttingen suffered profound intellectual losses due to dismissals under the 1933 law, particularly devastating its world-renowned mathematical institute. Key figures such as , a prominent , were dismissed and exiled in 1933, relocating to the where he helped establish the New York mathematical tradition. Professor Eugen Mittwoch, a Semitic studies expert, faced attempted dismissal, though protests delayed its enforcement, highlighting rare instances of internal pushback against the purges. By 1939, nearly all Jewish academics had been removed, eroding Göttingen's preeminence in and physics, fields reliant on international Jewish talent. Postwar dismissed only 16 professors permanently, indicating limited accountability for the faculty's broader complicity in the regime's academic restructuring. Humboldt University in Berlin exemplified the regime's direct oversight of a major urban institution, with Jewish students and researchers systematically persecuted from 1933 onward. Faculty members affiliated with the , such as biochemists collaborating on regime-directed research, advanced state priorities while others ended lectures with mandatory "Heil Hitler" salutes. Students from the university contributed to the May 10, 1933, on 's Opernplatz, where approximately 20,000 volumes were incinerated by Nazi-affiliated groups including the Student League. Despite these adaptations, the university maintained operations amid broader faculty oaths of loyalty to Hitler, though pockets of dissent emerged among isolated scholars. Ludwig Maximilian University of Munich displayed mixed responses, with initial student support for the regime giving way to notable resistance. Many students joined Nazi organizations post-1933, aligning with the overhaul of curricula toward racial science and national defense. However, in 1942–1943, the group—comprising students like , Alexander Schmorell, and Willi Graf, alongside professor —distributed anti-Nazi leaflets criticizing the regime's atrocities, leading to their arrest and execution by guillotine on February 22, 1943, for six members. This episode underscored institutional variations, as hosted both compliant elements and overt opposition, unlike the more uniformly nazified environments at . These cases illustrate broader patterns: enthusiastic compliance at traditional strongholds like accelerated ideological conformity, while brain drain at diminished research excellence, and sporadic resistance at highlighted uneven enforcement of loyalty amid pervasive coercion. Overall, the 1933 purges removed about one-fifth of German academics, with universities adapting through rector appointments loyal to the regime and student mobilizations, though at the cost of international isolation and talent exodus.

Integration of Austrian Universities Post-Anschluss

Following the on March 13, 1938, Austrian universities were swiftly incorporated into the Nazi German higher education system, with the Reich Ministry of Science, Education, and Culture assuming oversight and applying German civil service laws to enforce ideological conformity. Professors were required to swear a to on March 22, 1938, excluding those deemed racially or politically unreliable, marking the onset of systematic purges. By May 1938, the were extended to , mandating the dismissal of Jewish and "non-Aryan" personnel, while deans' offices compiled lists of targets after the April 10 plebiscite, accelerating the "purification" process. Faculty dismissals were extensive, particularly targeting Jewish scholars who comprised a significant portion of Austria's academic elite. At the , approximately 350 teaching staff—over 200 for racial reasons and around 130 for political opposition—were removed within months, contributing to the expulsion of more than 2,700 university members overall, predominantly Jewish professors, lecturers, and administrators. The medical faculty suffered acutely, with 153 of its 197 members dismissed shortly after the , almost entirely due to Jewish ancestry, leading to a collapse in expertise as many emigrated, perished in camps, or took their own lives. Similar purges occurred at other institutions, such as the Universities of and , where Jewish faculty were ousted en masse, though Vienna's scale reflected its status as Austria's premier research center. Replacements prioritized political reliability over scholarly merit, filling vacancies with younger, ideologically aligned academics by , which prioritized Nazi-aligned research like over prior strengths in fields like physics and . Student bodies underwent parallel transformation, with enrollment plummeting due to expulsions and voluntary departures. At , the student population dropped from 9,180 in 1937/38 to about 58% of prior levels by 1938, including the expulsion of 2,230 Jewish students (23% of the total); Jewish enrollment was banned on March 29, 1938, followed by a 2% on April 23 and a complete prohibition by autumn. The Nazi Student League (NSDStB) supplanted existing organizations, enforcing indoctrination through mandatory ideological courses, physical training, and anti-Semitic activities, while over 90 formerly enrolled Jewish students from were later murdered in the Shoah. Administrative structures were nazified via the appointment of party loyalists as rectors and deans, with universities declared "Jew-free" by late 1938, aligning curricula to priorities like militarization and racial science. This integration mirrored German universities but proceeded with heightened fervor in , where pre-existing among students facilitated rapid compliance.

Patterns of Opposition

Documented Cases of Resistance

One prominent case of student-led resistance occurred at the , where a group known as the produced and distributed anti-Nazi leaflets between June 1942 and February 1943. The core members included medical students , , , , and , with philosophy professor providing intellectual guidance and co-authoring leaflets. These leaflets, mimeographed in small quantities, condemned the Nazi regime's war crimes, intellectual suppression, and genocidal policies, drawing on classical and Christian ethics to appeal for passive resistance, sabotage of the armaments industry, and an end to the war. Distribution targeted universities, mailboxes, and public spaces in and other cities, with the sixth leaflet explicitly calling on students to revolt following the German defeat at Stalingrad in January 1943. On February 18, 1943, were arrested after distributing leaflets in the university atrium; a janitor's report to the led to the group's dismantling. , , and Probst were guillotined on February 22, 1943; Schmorell, Graf, and Huber followed after trials by , with Huber executed on July 13, 1943. Earlier instances of faculty opposition included actions against the student-orchestrated book burnings of May 10, 1933, which targeted works deemed "un-German" by Nazi standards. Eduard Kohlrausch publicly opposed these events at his , criticizing the destruction of heritage, which prompted his removal from administrative roles by Nazi authorities. Such stands were isolated, as most academics faced pressure to conform via oaths of loyalty and self-denunciation laws enacted in April 1933. At , resentment over mandatory ideological indoctrination and physical training led to significant student withdrawals in the 1930s, though these reflected passive disengagement rather than organized defiance. No large-scale faculty or student networks beyond the emerged, with resistance often limited to individual refusals to participate in Nazi rituals or quiet aid to persecuted colleagues.

Constraints and Failures of Dissent

The Nazi regime rapidly imposed structural constraints on academic dissent through legislative measures and institutional reforms. The Law for the Restoration of the Professional Civil Service, enacted on April 7, 1933, authorized the dismissal of civil servants—including professors—deemed politically unreliable or of "non-Aryan" descent, resulting in the removal of approximately 15% of by autumn 1933, with one-third attributed to Jewish heritage and the remainder primarily to leftist political affiliations. Over 1,100 members were purged by 1935, eliminating potential sources of opposition and creating a through demonstrable job loss and , as exemplified by Albert Einstein's departure for the in 1933. These purges, concentrated in urban like , , and Breslau with larger Jewish populations, disrupted intellectual networks and prioritized ideological conformity over scholarly merit. Ongoing surveillance and coercion further stifled dissent. Professors were required to swear personal oaths of loyalty to as , binding them to the National Socialist state and subjecting non-compliance to severe repercussions, including arrest by the . The (NSDStB), which monopolized student governance after , employed intimidation tactics such as disrupting lectures, denunciations, and physical violence against perceived opponents, including the ransacking of Jewish student fraternities in Freiburg in May and the erection of public "shaming posts" at universities in , , and other cities. Book burnings on May 10, , organized by student groups at sites like Berlin's Opernplatz, symbolically and practically suppressed "un-German" ideas, targeting works by Jewish and dissenting authors while faculty largely acquiesced or participated to avoid reprisals. The appointment of Nazi commissars to oversee universities, as at in , enforced compliance during faculty meetings, where isolated mockery of officials yielded no broader resistance. Dissent efforts were sporadic, isolated, and ultimately ineffective due to these systemic barriers and the absence of organized alternatives. Historian notes that pre-existing conservative sympathies among many academics, combined with fear of concentration camps, prompted and capitulation rather than . Notable faculty opposition, such as chemist Eduard Kohlrausch's protest against book burnings, led to immediate removal without galvanizing peers. Student-led initiatives like the group at Ludwig Maximilian University in distributed anti-regime leaflets from June 1942 to February 1943, critiquing Nazi atrocities, but their small scale—limited to a handful of participants including —and reliance on covert methods resulted in swift arrests and executions by on February 22, 1943, deterring emulation. Broader failures stemmed from the regime's early elimination of opposition leaders, economic dependence on state funding, and incentives for conformity, such as career advancement for Nazi-aligned scholars like , who joined the party in May 1933 and served as Freiburg's rector to promote National Socialist ideals. By prioritizing survival and institutional continuity, the professoriate largely enabled totalitarian control, with nearly 20% of teaching staff eliminated overall but the remainder adapting to ideological directives.

Post-War Reckoning and Legacy

Denazification Processes in Academia

Following the of on May 8, 1945, the Allied powers initiated measures to eradicate National Socialist ideology from public institutions, including universities, as mandated by the of August 1945. In the academic sector, this entailed the temporary suspension of nearly all faculty members pending investigation, with the goal of removing those who had actively supported or benefited from the regime, such as NSDAP party members, who comprised a significant portion of professors—estimates indicate up to half in some disciplines. The process relied on the Fragebogen, a 131-question introduced in late 1945, which required individuals to disclose their political affiliations, activities, and knowledge of regime crimes; responses were evaluated by military tribunals or local committees to classify subjects into categories ranging from major offenders (subject to severe penalties) to exonerated (free to resume work). Implementation varied by occupation zone. In the Western zones (American, British, French), initial rigor in 1945–1946 led to widespread provisional dismissals—for instance, in the U.S. zone, university operations were halted until vetted personnel could be identified, exacerbating postwar faculty shortages amid casualties and prior emigrations. British policy, via Control Instruction No. 52 in , accelerated staff purges while restricting student admissions based on Nazi involvement, yet practical needs prompted selective reinstatements by mid-1947. In the Soviet zone, was more ideologically driven, targeting not only Nazis but also perceived bourgeois elements, though it transitioned into communist purges by with the establishment of the German Democratic Republic. Outcomes were limited and uneven, with permanent dismissals affecting only a fraction of implicated academics due to expertise shortages, bureaucratic overload, and shifting geopolitical priorities amid the emerging . At the , for example, only 16 professors and lecturers out of hundreds were permanently removed following extensive hearings. Similarly, in , detailed tribunal reviews resulted in few lasting exclusions, as many faculty constructed defenses emphasizing coerced compliance or peripheral involvement. By 1949, amnesty laws in the nascent of , such as the U.S. zone's Law for the Liberation from National Socialism and , facilitated the reinstatement of thousands of former party members across roles, including academia, where over 70% of prewar professors had some regime ties; this reflected a pragmatic recognition that total purge would cripple reconstruction, though it preserved networks of continuity from the Nazi era. Critics, including Allied observers, noted that self-denunciations and peer testimonials often mitigated accountability, allowing ideologically compromised scholars to dominate postwar faculties.

Historiographical Debates on Complicity

Historians initially framed university complicity in the Nazi era through the lens of and selective resistance, influenced by post-war efforts that reinstated most faculty members, with permanent dismissals affecting only about 5-7% of professors by 1949. This view aligned with a neo-totalitarian interpretation emphasizing top-down terror as the primary driver of compliance, portraying academics as largely passive victims who preserved intellectual amid external pressures. Subsequent scholarship from the onward shifted toward evidence of voluntary cooperation and pre-existing ideological affinities, such as völkisch nationalism and institutional anti-Semitism dating to the late , which facilitated rapid nazification after 1933. Studies documented high rates of (NSDAP) membership among educators—teachers joining at roughly twice the general population rate before 1933, with professors reaching 40-50% affiliation by the late 1930s—undermining claims of mere opportunism and highlighting active participation in policies like the April 1933 dismissal of Jewish faculty under the Law for the Restoration of the Professional Civil Service, which removed over 700 scholars (about 16% of the professoriate). ![Book burning on the Opernplatz in Berlin, organized by university students on May 10, 1933][center] Robert P. Ericksen argues in his analysis of elite institutions that universities, like churches, granted a "license to kill" by endorsing racial ideology and repressive measures, with institutional leaders providing intellectual legitimacy for despite isolated dissent such as the student group at University in 1942-1943. This perspective, supported by archival evidence of faculty senates approving Nazi student organizations like the (which controlled campuses by 1931), contrasts with earlier exonerative narratives by emphasizing a continuum of from passive facilitation to active perpetration. Konrad H. Jarausch's examination of professional complicity underscores the "conundrum" of why competent academics became accomplices, attributing it to a mix of career incentives, cultural , and bottom-up alignment rather than uniform , as seen in the pyramid of roles from bystanders to "killing professionals" in fields like and . Debates persist on causation—ideological conviction versus —with recent works critiquing overly dichotomous victim-perpetrator frames in favor of nuanced assessments of institutional failure to oppose policies that subordinated scholarship to state-directed racial and militaristic priorities. Such analyses draw on primary sources like personnel files and regime-era publications, revealing that while overt resistance was rare (e.g., fewer than 100 faculty executions for opposition), widespread accommodation enabled universities to produce outputs aligned with Nazi goals.

References

  1. https://www.congress.gov/118/meeting/house/116973/documents/HHRG-118-ED00-20240417-SD002.pdf
  2. https://www.yadvashem.org/articles/academic/heidelberg-university.html
  3. https://www.facinghistory.org/resource-library/controlling-universities
  4. https://perspectives.ushmm.org/collection/higher-education-in-nazi-germany
  5. https://encyclopedia.ushmm.org/content/en/article/university-student-groups-in-nazi-germany
  6. https://www.cambridge.org/core/books/new-cambridge-modern-history/gleichschaltung-in-germany-and-austria/5EDE3495CA7098779C4390193AECE581
  7. https://link.springer.com/article/10.1007/s00501-022-01280-w
  8. https://academic.oup.com/edited-volume/34437/chapter/292233959
  9. https://www.jhuapl.edu/techdigest/content/techdigest/pdf/V06-N03/06-03-Muller.pdf
  10. https://ghdi.ghi-dc.org/pdf/eng/EDU_HOCHSCHULWESEN_TABELLE_ENG.pdf
  11. https://www.harvardmagazine.com/commentary/how-universities-die
  12. https://academic.oup.com/ehr/article/138/593/806/7422810
  13. https://www.jstor.org/stable/260350
  14. https://www.jstor.org/stable/259985
  15. https://www.degruyterbrill.com/document/doi/10.1515/9783110855616.196/pdf
  16. https://www.nsdoku.de/en/historic-site/koenigsplatz/book-burnings-1933
  17. https://www.cambridge.org/core/journals/central-european-history/article/politics-of-symbols-semantics-and-sentiments-in-the-weimar-republic/0AF1187D6AF0AC3A1EB05B6279CC9131
  18. https://academic.oup.com/edited-volume/40697/chapter/348423904
  19. https://www.yadvashem.org/articles/academic/expulsion-of-non-aryan-students.html
  20. https://encyclopedia.ushmm.org/content/en/article/the-enabling-act
  21. https://encyclopedia.ushmm.org/content/en/article/law-for-the-restoration-of-the-professional-civil-service
  22. https://www.journals.uchicago.edu/doi/10.1086/655976
  23. https://www.jmberlin.de/1933/en/02_28_statement-by-berlin-university-instructors-in-support-of-the-hitler-regime.php
  24. https://www.uni-goettingen.de/en/%2522gleichschaltung%2522%2Bunder%2Bthe%2Bnazi%2Bregime/30772.html
  25. https://newcriterion.com/article/heidegger-at-freiburg-1933/
  26. https://perspectives.ushmm.org/item/law-against-overcrowding
  27. https://ghdi.ghi-dc.org/sub_document.cfm?document_id=1520
  28. https://www.yadvashem.org/docs/restoration-of-professional-civil-service.html
  29. https://journals.sagepub.com/doi/abs/10.1177/00220094211063074
  30. https://academic.oup.com/restud/article/79/2/838/1530125?login=true
  31. https://perspectives.ushmm.org/item/dismissal-letter-for-professor-eugen-mittwoch
  32. https://www.privatdozent.co/p/the-great-purge-of-1933-9f0
  33. https://history.state.gov/historicaldocuments/frus1933v02/d205
  34. https://encyclopedia.ushmm.org/content/en/article/antisemitic-legislation-1933-1939
  35. https://pmc.ncbi.nlm.nih.gov/articles/PMC11524420/
  36. https://pubmed.ncbi.nlm.nih.gov/38616664/
  37. https://www.britannica.com/topic/education/Nazi-Germany
  38. https://encyclopedia.ushmm.org/content/en/article/the-biological-state-nazi-racial-hygiene-1933-1939
  39. https://pmc.ncbi.nlm.nih.gov/articles/PMC1084095/
  40. https://www.theholocaustexplained.org/life-in-nazi-occupied-europe/controlling-everyday-life/controlling-education/
  41. https://www.tabletmag.com/sections/arts-letters/articles/heidegger-was-really-a-real-nazi
  42. https://www.britannica.com/biography/Philipp-Lenard
  43. https://theconversation.com/when-science-gets-ugly-the-story-of-philipp-lenard-and-albert-einstein-43165
  44. https://www.wsws.org/en/articles/2017/01/16/hitp-j16.html
  45. https://epub.ub.uni-muenchen.de/94342/1/370.pdf
  46. https://journals.physiology.org/doi/full/10.1152/advan.00181.2016
  47. https://www.aeaweb.org/articles?id=10.1257/app.20220278
  48. https://warwick.ac.uk/fac/soc/economics/research/centres/cage/news/24-03-21-its_not_what_you_know_how_professional_networks_helped_jewish_academics_flee_nazi_germany/
  49. https://eprints.lse.ac.uk/68325/1/Waldinger_Quality%2520matters_2016.pdf
  50. https://physicstoday.aip.org/news/the-scientific-exodus-from-nazi-germany
  51. https://www.reddit.com/r/AskHistorians/comments/hclr2k/were_the_nazis_ever_concerned_about_the_brain/
  52. https://www.nydailynews.com/2016/08/23/nazis-have-a-heil-of-a-history-with-nobel-prize-winners/
  53. https://malwarwick-98471.medium.com/the-scientists-hitler-drove-away-helped-the-allies-win-3560b9aeb9e0
  54. https://portal.ehri-project.eu/units/il-002798-5345232
  55. https://encyclopedia.ushmm.org/content/en/article/book-burning
  56. https://germanhistorydocs.org/en/nazi-germany-1933-1945/book-burnings-across-germany-1933
  57. https://www.historylearningsite.co.uk/nazi-germany/universities-in-nazi-germany/
  58. https://encyclopedia.pub/entry/38879
  59. https://ebooks.iospress.nl/pdf/doi/10.3233/978-1-58603-148-0-25
  60. https://www.researchgate.net/publication/249959960_Die_Vertreibung_von_Wissenschaftlern_aus_den_deutschen_Universitaten_1933-1945_The_Expulsion_of_Academics_from_German_Universities_1933-1945
  61. https://www.nationalww2museum.org/war/articles/wernher-von-braun-and-nazi-rocket-program-interview-michael-neufeld-phd-national-air
  62. https://www.icr.org/content/wernher-von-braun-father-space-flight
  63. https://www.sciencedirect.com/science/article/pii/S1631072117300815
  64. https://cen.acs.org/articles/91/i37/Chemistry-Nazi-Germany.html
  65. https://www.haaretz.com/opinion/2017-04-19/ty-article/.premium/what-we-can-learn-from-heidelbergs-descent-into-nazism/0000017f-dc2b-db5a-a57f-dc6b61040000
  66. https://perspectives.ushmm.org/item/complaint-about-declining-enrollment-at-heidelberg-university
  67. https://www.heidelberg-marketing.de/en/discover/experience/historical/jewish-life-in-heidelberg/historical-summary-of-jewish-life-in-heidelberg
  68. http://gj-math.uni-frankfurt.de/index.php?id=27
  69. https://cepr.org/voxeu/columns/scholars-risk-professional-networks-and-escape-persecution-nazi-germany
  70. https://www.uni-goettingen.de/en/the%2Bpostwar%2Bperiod%2Band%2Bthe%2Bschl%25C3%25BCter-affair/30775.html
  71. https://www.hu-berlin.de/en/press-portal/nachrichten-en/november-2024/nr-24117-1
  72. https://www.hu-berlin.de/en/press-portal/nachrichten-en/april-2022/nr-22427
  73. https://heritage.umich.edu/stories/in-the-face-of-fascists/
  74. https://www.tracesofevil.com/search/label/Humboldt%2520Universit%25C3%25A4t
  75. https://www.norrageducation.org/universities-in-nazi-germany-and-the-soviet-union-thought-giving-in-to-government-demands-would-save-their-independence/
  76. https://www.lmu.de/en/about-lmu/lmu-at-a-glance/history/contexts/1918-1945-the-weimar-republic-and-the-nazi-period/
  77. https://www.lmu.de/en/about-lmu/lmu-at-a-glance/history/contexts/1942-43-the-white-rose-resistance-group/
  78. https://www.historicalsites.se/countries/germany/mnchen-lmu/
  79. https://theconversation.com/universities-in-nazi-germany-and-the-soviet-union-thought-giving-in-to-government-demands-would-save-their-independence-252888
  80. https://geschichte.univie.ac.at/en/articles/expulsion-teachers-and-students-1938
  81. https://www.acpjournals.org/doi/abs/10.7326/0003-4819-122-10-199505150-00009
  82. https://pubmed.ncbi.nlm.nih.gov/7717602/
  83. https://encyclopedia.ushmm.org/content/en/article/white-rose
  84. https://trafo.hypotheses.org/26855
  85. https://encyclopedia.ushmm.org/content/en/article/the-role-of-academics-and-teachers
  86. https://cjh.org/antisemitism_and_activism/Section-1.html
  87. https://www.alliiertenmuseum.de/en/thema/denazification/
  88. https://www.cambridge.org/core/books/everyday-denazification-in-postwar-germany/an-army-of-academics/88AF4002008B184C7E309A15FC8161ED
  89. https://www.jstor.org/stable/367768
  90. https://journals.sagepub.com/doi/10.1177/1745499916664465
  91. https://digitalrepository.unm.edu/cgi/viewcontent.cgi?article=1000&context=hist_fsp
  92. https://www.h-net.org/reviews/showpdf.php?id=8262
  93. https://www.jstor.org/stable/10.7312/frei11882
  94. https://www.ushmm.org/m/pdfs/20020214-jarausch.pdf
  95. https://www.jstor.org/stable/204832
  96. https://www.chronicle.com/article/teachers-in-germany-attracted-to-nazi-party-before-wwii/
  97. https://academic.oup.com/gh/article-abstract/31/4/600/673681
  98. https://journals.sagepub.com/doi/10.1177/10323732211027621
Add your contribution
Related Hubs
User Avatar
No comments yet.