A4: Zeremonielle Pädagogik

There are exceptional situations in the history of peoples and nations where revolutionary programmes for the radical reordering of state and society are not merely abstractly prescribed but are also introduced into consciousness, that is "represented" by means of graphic symbolisation, public visualisation or ceremonial staging. Such forms of "ceremonial education" typically occur within a context of far-reaching socio-revolutionary upheaval ("revolutions" in Skocpol's sense), but also and no less so in the processes of radical modernisation which were enacted as "revolutions from above" by the political elites of chiefly agrarian societies.

The project is concerned with precisely these scenarios of "ceremonial education" in situations of upheaval. As in the first sponsorship period, Japan, Russia and Mexico serve as productive units of comparison. In all three cases the project concentrates on just a few decades of crisis-laden upheaval in the second half of the 19th century:

• the Meiji Revolution in Japan from the 1860s onwards
• the Great Reforms in Tsarist Russia between 1860 and 1890
• the period of "Second Liberalism" in Mexico between 1855 and 1876

In all three contexts, the use of "aesthetic" forms of representation was intended to communicate with mass appeal and to establish in socialisational terms the projects of reorganisation which counterfactually opposed pre-modern structures as well as the ideas and myths which legitimated such projects and their enactment. Against the characteristic trappings of tradition – class hierarchisation, regional fragmentation, corporative privilege or authoritative preservation of knowledge – the aim was to portray models of cultural homogenisation, national integration, legal equality and rational knowledge production which were as novel as they were alien as inevitable steps on a path to a modernity oriented in line with European models. But this was not confined to presentation: through emotional overpowering and consciousness-shaping influence in line with the new models of order, the use of aesthetic and procedural forms of representation was intended to obligate the broadest possible social strata so that, through the committed actions of the many, the politically anticipated new social order might be realised.

It goes without saying that the encounter between the abstract projects of educated urban elites and the concepts of the rural and largely illiterate population shaped by tradition, religion and custom was characterised by conflict. Accordingly, this sub-project focuses in equal measure on the situations of upheaval at the level of macro-social transformations and policies and (to use Huntington's phrase) the "clash of representations" at the level of the operating and experiencing actors.

Publications by members of this sub-project

• Stefan B. Kirmse (Hg): One Law for All? Western models and local practices in (post-) imperial contexts. Campus, Frankfurt am Main / New York 2012.  (mehr)
• Jörg Baberowski (Hg): Arbeit an der Geschichte. Wie viel Theorie braucht die Geschichtswissenschaft?. Campus, Frankfurt am Main / New York 2010.  (mehr)
• Stefan B. Kirmse: New Courts in Late Tsarist Russia: Of Imperial Representation and Muslim Participation.  (mehr)
• Jörg Baberowski, Gabriele Metzler (Hg): Gewalträume. Soziale Ordnungen im Ausnahmezustand. Campus, Frankfurt am Main / New York 2012.  (mehr)
• Jörg Baberowski, Hartmut Kaelble, Jürgen Schriewer (Hg): Selbstbilder und Fremdbilder. Repräsentationen sozialer Ordnungen im Wandel. Campus, 2008.  (mehr)
• Eugenia Roldán-Vera, Marcelo Caruso (Hg): Imported Modernity in Post-Colonial State Formation. The Appropriation of Political, Educational, and Cultural Models in Nineteenth-Century Latin America. Peter Lang, Frankfurt am Main 2007.  (mehr)
• Jürgen Schriewer (Hg): Weltkultur und kulturelle Bedeutungswelten. Zur Globalisierung von Bildungsdiskursen. Campus, 2007.  (mehr)
• Jörg Baberowski, David Feest, Christoph Gumb (Hg): Imperiale Herrschaft in der Provinz. Repräsentationen politischer Macht im späten Zarenreich. Campus, 2008.  (mehr)
• Jörg Baberowski, David Feest, Maike Lehmann (Hg): Dem Anderen begegnen. Eigene und fremde Repräsentationen in sozialen Gemeinschaften. Campus, 2009.  (mehr)
• Eugenia Roldán-Vera: Modern Indians: The Training of Indigenous Teachers in Post-Revolutionary Mexico. In: Vincent Houben, Mona Schrempf (Hg): Figurations of Modernity. Campus, 2008. S. 67-83  (mehr)
• Eugenia Roldán-Vera: Export as Import: James Thomson’s Civilizing Mission in South America. In: Eugenia Roldán-Vera, Marcelo Caruso (Hg): Imported Modernity in Post-Colonial State Formation. Peter Lang, 2007. S. 231-276  (mehr)
• Eugenia Roldán-Vera: Rundfunk, Erziehung und sozialer Wandel: Die Weimarer Republik und Mexiko nach der Revolution im Vergleich. In: Jahrbuch für historische Bildungsforschung, 14 (2008).  (mehr)
• Eugenia Roldán-Vera, Carlos Martínez: Exhibiting the Revolutionary School: Mexico in the Ibero-American Exhibition in Seville, 1929. In: Bulletin of the Bureau International des Expositions 34 (2006). S. 133-155  (mehr)
• Thomas Schupp, Eugenia Roldán-Vera: Network Analysis in Comparative Social Sciences. In: Comparative Education 42 (3), August 2006. S. 405-429  (mehr)
• Eugenia Roldán-Vera: 'Pueblo' y 'pueblos' en México, 1750-1850: un ensayo de historia conceptual. In: Araucaria: Revista Iberoamericana de Filosofía, Política y Humanidades 17 (2007). S. 268-288  (mehr)
• Jörg Baberowski, David Feest, Priska Jones (Hg): Repräsentation sozialer Ordnungen. Formen und Theorien. Campus, 2008. (in Vorbereitung).  (mehr)
• Jörg Baberowski: Der rote Terror. Die Geschichte des Stalinismus. Fischer, München 2003.  (mehr)
• Veronica Oelsner, Eugenia Roldán-Vera, Carlos Martínez: Modernisierung und Herrschaftskonstruktion: Die Bildungsmissionen als Begegnung zwischen Regierung und Landgemeinden in postrevolutionären Mexiko (1923-1940) und peronistischen Argentinien (1946-1955). In: Jörg Baberowski, David Feest, Maike Lehmann (Hg): Dem Anderen begegnen. Campus, 2009. (im Druck).  (mehr)