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Information about the conference of scientists and scholars titled "Science and Freedom" held from July 23 to 26, 1953 in Germany is presented. Professor Michael Polanyi presented his paper "Pure and Applied Science and Their Appropriate Organization" which set the theme of the conference. Professor Samuel Allison presented "Academic Freedom and State Security," and John R. Baker's paper "Scientific Authority and the System of Scientific Publication."

The article presents a paper delivered by the author, a German physicist and philosopher, at the Second Pugwash Conference in Lac Beauport, Quebec. It focuses on the probability of total global war breaking out during the next ten or twenty years in Germany. According to him, the probability of total global war is far too high, deliberating the catastrophe it would mean to the world. However, if the probability of such a war is small just due to the fact of the common knowledge that it would be more or less suicidal, then the threat of such a war cannot be easily employed to discourage any government or nation from acts of limited violence.

Minority groups differ from one another, among other things, in the extent to which they are integrated into or apart from the societies to which they belong. The extent of this integration or apartness is reflected in the various ways in which the minorities differ from the rest of the population, such as in the effect of economic class upon voting. No minority group is ever completely integrated into its society, for complete integration is tantamount to the extinction of group identity. No minority group is ever completely apart, for the term "minority" implies the existence of a majority with which the minority forms a common society. The dimension of integration-apartness is related to but not identical with the dimension of assimilation. Assimilation refers to the replacement or modification of group characteristics as a consequence of out-group contacts. Integration refers to the extent a minority actually forms a part of the body politic of its society. Thus, German "non-Aryan" Christians were fully assimilated but, in the Third Reich, certainly not integrated into the German society. In general, the term "integration" is applicable at various levels of analysis. We talk of the integration of individuals into groupings, the integration of these groupings into further units, and the integration of these into larger units in turn. In the case of our study, individuals are more or less integrated into their respective minority groups, and these in turn are more or less integrated into their respective societies. We are concerned in this paper with developing a measure for the degree of integration of minority groups into their societies. The basic proposition of this paper is: The more apart a minority group is from its society, the more will it differ from that society as a whole in the effect of economic class upon voting. An analysis of the voting of two minorities in Central Europe illustrates the above proposition. This is followed by comments on minority group voting in the United States and Canada. [ABSTRACT FROM AUTHOR]

Information on the "Fourth Pugwash Conference" in Baden, Germany on June 25 to July 4, 1959 is presented. The meeting is established for the discussion of problems in disarmament and world security. There were 24 scientists from seven countries who attended the conference. The papers discussed at the meeting are also presented.

The article reprints the paper "Die Koordination der Planung im Grossunternehmen," by Horst Albach which appeared in the 1967 issue of the journal "Schriften des Vereins für Socialpolitik." This paper addresses the issue of the coordination of long-range planning in large German companies. One of the most important instruments of coordination in large companies is the formulation of long-range company objectives and the elaboration of long-range strategies for attaining these objectives. Some German companies have recently begun to state company philosophy and corporate objectives in their annual reports. Others have found it appropriate to counter rising public resentment of big business and spreading anticapitalist doctrines by clearly formulating corporate creeds at shareholders' meetings and press conferences. These companies have then discovered the organizational spillover effect of these formulations addressed to the public at large. The formulation of such long-range company objectives represents a considerable task of coordination.

Presents a commentary on J. G. Hajdu's analysis of German social geography in his paper "Toward a Definition of Post-War German Social Geography" that was previously published in the 1968 issue of the "Annals of the Association of American Geographers." Points addressed in the paper that should receive greater emphasis; Lack of theoretical framework; Prevalence of German social geography considered as locational analysis in human geography.

In sum, it is appropriate for contemporary sociologists and other social scientists to pause and reflect not only on their debt to Max Weber but on the uses and misuses to which they have put his thought. Weber may well have brought the last universal mind to social science. Because he contributed so much, we—every one of us—"celebrate him every working day in every scholarly way." He gives us both stability and novelty in concept and purpose. He is always contemporary because he is always relevant. This symposium points up some of the many ways in which Weber today is relevant. The dialogue, more by chance than by design, indicates that perhaps the historical and the existential pragmatic sociologies are not as far apart as they might, on the face of it, seem to be. After all, as George H. Mead has most recently shown again, the present is very much the emergent of a past. Presents and their pasts were the intellectual problems with which Weber was ultimately concerned. It may be that here we will finally find the meeting of East and Midwest. [ABSTRACT FROM AUTHOR]

Focuses on the summer workshop on environmental education in Germany inaugurated by the German Deputy Minister of Education Herman Gausobich which followed the potsdam plan of education experimentation. Declaration of the environmental days as Gausobich days; Funds allocated to cities in the Soviet Union for environmental education; Experimental environmental education curriculum for teachers from 1972-1974.

The article presents a conceptual structure of curriculum development and its comparative study. It refers to the motives of such development in the course of the comparison, which involves several countries including England, the Federal Republic of Germany, the German Democratic Republic, Sweden, and the United States. It discusses a conceptual framework for curriculum development, its operations, strategies, techniques, participants, and the educator's role to this development. Curriculum pressure groups define not only the main aim but also the method of construction.

The article discusses the author's perspective on the German Democratic Republic (GDR) in Prussia, Germany. He points that GDR is the last Stalinist in East Europe and its existence depends upon the Soviet divisions stationed within its boarders. He adds that the stressing of things in the East represents a deliberate attempt to identify their own state with the real German past. He also mentions that the East German government has strong historical antecedents from the time of Otto von Bismarck has consistently voted communist.

The article presents the author's experience during the invasion of Poland by Germany led by Adolf Hitler which started the World War II in 1939. The author said that during the tragedy in Poland the nation seemed to be a great cemetery where three million Jews with his family were buried. Due to Poland's tragedy, he returned to his native country in Canada which possessed characteristics of decency, dullness, sadness, and depression. This terrible experience lead the author to suggest that if people are aiming to give freedom to their children and free mankind from injustices, they must work together for disarmament to end the cold war.

The article discusses the conditions in Germany concerning the relationship between Soviet Union and the U.S. Several factors are being examined which include the power politics and the modern technology. Meanwhile, political leaders are convinced that in the case of a direct attack on one's country, this rational must stop and the instinct of fighting back at all cost will take over. The author believes that the grand design of American policies in the power struggle with Soviet Union should be the widest possible stabilization of the status quo.

This article presents information on adult education in German universities. In Germany ,the development of the university into a State institution was an historical necessity. They did not spring up spontaneously but were founded by the governments. Later, however, in the same work when they entered upon the paths of scientific research under the leadership of a long line of celebrated men, the universities gradually ceased to be mere State institutions for the training of officials and grew further and further away from bureaucratic control. On the whole, academic liberty was never greater, least of all in the days of the medieval corporations of scholars when the pressures to which the thought of the time was subjected by the church was still further increased by the jealousy of the corporative bodies. Most other authorities also seemed to consider that on the whole, the German universities, despite their official links with the State, have exercised a very considerable degree of independence.

Analyzes the success of the economic reconstruction of the Federal Republic of Germany after World War II. Comparison of Germany's post-war economic reconstruction to other countries in terms of production; Background and end of Germany's economic miracle; Index of economic development of Germany.

Possibilities for historical demographic studies of Germany are great because of the abundance of data which is available for German populations. Rather complete series of high-quality detailed official statistics are available for most areas of Germany from the mid-nineteenth century. In addition to official statistics and parish registers, Germany may be unique in possessing genealogical studies which reconstruct the family histories of entire villages. Since the 1930's genealogists in Germany have produced books for a considerable number of villages containing these data. The present study is a description of Anhausen, one of the villages for which such a village genealogy is available. Anhausen is a small village in Bavaria about 13 kilometers west-southwest of Augsburg. At the same time, Anhausen is a parish belonging to the deanery Agawang in the diocese Augsburg. During the two and a half centuries prior to World War II the population of Anhausen shows very little growth.

Although there is a great deal of literature on the subject of the population transition, there remains much about the history of the fertility decline in Europe that is unknown. A group of demographers under the direction of Professor Ansley J. Coale at the Office of Population Research in Princeton is attempting to trace the history of marital fertility in Europe by province. In large parts of Europe the demographic information available in censuses and vital registration allows them to go back in time to a period during the nineteenth century when marital fertility was high and relatively constant. The general level of fertility was determined first of all by the proportion of the population marrying and the age at marriage. In the light of studies indicating a connection between lactation and fertility among human populations, one might speculate that differences in infant feeding habits account for a good deal of the pre-decide variation in marital fertility. Data on infant feeding habits exist for three states of Southern Germany at a time close enough to the beginning of the fertility decline to enable us to test the role of breast feeding on differences in fertility level.

Concern arose among legislators in several German States during the first half of the nineteenth century about overpopulation and increasing numbers of the impoverished classes. This led them to pass legislation restricting marriage to those considered by the community authorities as morally and financially capable of rearing a family. Census data at the time of the repeal of these laws indicate the extent to which they succeeded in repressing marriage. Declining illegitimacy which paralleled the repeal, however, suggests strongly that the legislation was far less effectual in limiting reproduction than it was in preventing marriage. Added confirmation of this interpretation is provided by the contrasting nuptiality and illegitimacy patterns of German states with liberal marriage regulations. [ABSTRACT FROM AUTHOR]

The article discusses the problems of cultural assimilation of roughly eight million immigrants of German cultural background in Western Germany. The problem started because of an agreement for transferring Germans from Poland, Czechoslovakia, Hungary and Austria. The former nationals of the German Reich mainly from east of the Oder-Neisse line, ethnic Germans from Czechoslovakia and the 'Swabians' from south-east Europe--represent about 95% of the German refugee population in Western Germany. In spite of the diversity of their cultural and social background, their occupational structure and their historical traditions, in their relationships with the indigenous population they are one solid group. A feeling of solidarity between immigrants belonging to different nations were seen in the refugee camps. The causes for this were their destitution, the unfavorable housing conditions, less employment opportunities and unwelcoming behavior by the natives. The refugee feels that he is treated by the new community as a second class citizen and the hope to return to their homeland makes him resist the cultural assimilation in the new place.

The article reflects on the efficiency of the Soviet school system on German education. Efficiency of the Soviet school program attracts efficient function of educational policy that can affect several factors including the structure of intermediate and lower vocational training and the informative task of leading general secondary school students to university studies and to work at practical occupations. It states that the educational program earns positive inclinations obtain as a result of primary and secondary education relative to Germany's current economic needs and future perspective.

The article presents information on the political foundations of the German education. For comparative education, the concepts should be culturally defined and the comparative method should be established and refined, without adjectival qualifications. Two persistent problems faced by the students of German politics is that of political culture and political organization. Political socialization has become a pivotal problem in the East German attempt to establish a change in political culture below the system change and a change in political behavior above it. Specific definitions, means of instruction and expected outcomes vary greatly, not only between East and West Germany, but also among groups and individuals, inside professional education and out. German educators must first come to terms with the problems of political tradition, and must consciously seek to identify the behavioral orientation for a participant political culture which accords with a simultaneous modernization of institutions for an integrative socio-political system.

The article reports about higher technical education and socio-economic development. It discusses social science, development studies and engineering education. Surveys are conducted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to present a factual and quantitative collation of data on social science teaching in schools and other institutions of polytechnic education at university level. It deliberates on social science teaching in higher technical education in Great Britain and the Federal Republic of Germany. It also offers a comprehensive view of development in comparative education in social sciences, innovations in higher technical education in India, and the conditions of curricular innovation. Also, it gives a brief discussion on the technologist as the agent of a new diplomacy in teaching and research.

The article reports on the emerging developmental crisis in the educational system in Germany. The organization of the German educational system has resulted in structural incompatibilities between the educational system and the economy. There is competition for recruits to replace teachers who are due to retire. The reform of the educational system is necessary to ensure an adequate supply of trained personnel for the upper echelons of the labor market in Germany. The educational aspirations of German youths at critical points in the career decision-making process.

The article looks at the state of education in Germany, focusing on the Institut fur Bildungsforschung in der Max-Planck-Gessellshaft. It examines the public concern over the dangers inherent in the state of German education. The article considers one of the basic factors of German educational policy to which the present state of emergency is to be ascribed. It explores the constitutional principle of cultural federalism within the Federal Republic which coupled as it is with a high degree of central control by the Lander and local authorities. The article also considers the relationship between research, planning and policy. A comparative study on the strategy of educational reform is presented.

The article provides information on the literature related to the history of German education. German education, like any object of study, must assume a shape in order to convey a meaning. This must be ample enough to contain some information about the entire content of the subject and yet be so designed as to provide special accommodation for those aspects of it which are of particular concern to contemporary students. The literary material for study has been arranged in four categories: introductory reading in English and German educational classics; centres of documentation in Germany and England and some useful reference works; books about German education before 1945; and Books about German education after 1945. Some of the books listed are "The Origins of Modern Germany," by G. Barraclough; "German History, Some New German Views," edited by H. Kohn; German Education: Past and Present," by F. Paulsen; "The Educational Philosophy of National Socialism," by G.F. Kneller; and "Zur Geschichte der Berufsschularbeit," by H. Helbert.

This article focuses on the contributions of philosopher and educator Michael Sadler in the field of German studies, considering some of his literary works and biographical sources. As an enterprising undergraduate, Sadler went to Heidelberg, Germany, to learn German while teaching classics in an English boys' school. In I 884 he made the acquaintance of Joseph Wright, then assistant master on the staff of Neuenheim College in Heidelberg. In the decade before the outbreak of the first world war it is difficult not to become swamped by the multiplicity of references that Sadler made to German experience on all manner of occasions. Three pieces of work only are selected for mention, as being outstanding studies: in 1908, "Continuation Schools in England and Elsewhere" was published; in 1910 a trenchant historical analysis comparing German and English educational development in the nineteenth century was included in the volume of "Germany in the Nineteenth Century"; and in May 1912 Sadler lectured on "England's Debt to German Education in Frankfurt-am-Main," a strikingly informed address of which a reprint exists. During the 1930s Sadler did a good deal of book reviewing and there are some notable commentaries on writings like Leonard Woolf's "The Intelligent Man's Way to Prevent War" and Vernon Bartlett's "Nazi Germany Explained."

The article focuses that significant rural to urban shifts and increasing centrality of the industrial city in the late nineteenth and early twentieth centuries were clearly reflected in the writings of German social thinkers. Georg Simmel's "Metropolis and Mental Life" and Ferdinand Tonnies' "Gemeinschaft und Gesellschaft," for instance, reflected the rapidly changing society of which the scholars were a part, and involved a major intellectual concern with the city as a central social phenomenon. To Simmel, for instance, it was a bustling Berlin which crowned the significant social transformations of the times, embodying the complexity and flux of urban life. Berlin, then, was the metropolis of Simmel's "Metropolis and Mental Life," and closely approximated those elements of Tonnies' Normalbegriff, "Gesellschaft." At the turn of the century, the city numbered 1.9 million inhabitants and was growing rapidly. In 1911, the independent suburbs were annexed to Berlin. Steglitz bei Berlin, the home of the scholar Friedrich Paulsen, who corresponded with Ferdinand Tonnies in a significant dialogue spanning thirty years, was one of the many suburbs incorporated into Greater Berlin.

Research in German social geography has developed rapidly since 1945. It counteracts the long dominance of physical geography in that country, This socio- geographic research is based on the assumption that man molds the landscape as a member of a social group. The study of social groups in the cultural landscape will therefore help to explain the patterns and processes of landscape change. Changes in social groups will be reflected in a variety of landscape features; these range from house types to changes in land use. Such features have been given the name of social indices, Most of the detailed research work discussed in this article deals with the identification and evaluation of such social indices. Many German social geographers have maintained that social geography, as it studies the role of man, is best suited to be the unifying element of all work in non-physical geography. Some of their colleagues, however, fear this could lead to a social determinism which would stifle research methods. This is a view which does not detract from the value of social geography as a method of regional analysis and landscape synthesis. [ABSTRACT FROM AUTHOR]

The relationship of climate to land-surface morphology and genesis has been investigated by numerous writers for well over half a century. Such studies have focused in part upon interpreting erosional cycles, but more importantly they have to an increasing degree been oriented toward understanding the areal variation of specific surface forms and geomorphic processes. Especially pertinent to the geographer are recent attempts in the United States, and particularly by Julius Büdel in Germany, to use climatic influence as a basis for establishing morphogenetic and climato-genetic regions. [ABSTRACT FROM AUTHOR]

Attempts to review the development of German geography from the viewpoint of the recent demise of the Nazi party in 1945. Contributions of German geographers to the expansion of the world's knowledge of the earth; Construction of the system of geography; Refinement of geographical methods; Background on scientific geography and its application in education, administration, politics and war.

Focuses on the rural settlements in Germany. Types of grouping of rural settlement; Form of the rural habitat; Pattern in the rural settlements.

Presents a study of the growth of political geographic thought in Germany. Analysis of the German intellectual history; Nazi defeat; Trends of political geographic thought emanating from other nations in Middle Europe.

Delves into the geography of some countries. Discussion of the conditions of countries such as France, Great Britain, Germany and Belgium; Analysis of local causes of factors such as low prestige of geography in some countries; Importance of improving the conditions for geographic research.

The article focuses on the educational development in the Saar River Valley in France and Germany. No area in Europe, not even the Ruhr, suffered the physical devastation to be seen in the Saar in 1946. Over 65 percent of the houses, 60 percent of the factories and more than half the schools were ruined. But now, like everywhere else where the German lives and works, the people of the Saar also believe that they are on the march to industrial and commercial ascendancy. Between six and seven hundred entirely new schools and additional annexes to schools have been built since 1947. A magnificent Arts and Crafts school, ranging from ballet and weaving to sculpture and photography, is nearing completion. The vast College for Domestic Science, attended by some three thousand female students per week, has no equal in this country, either in buildings or in up to date equipment. Saarbrücken, a university in Saar is the first European university situated there. The rector, M. Joseph Francis Angelloz, is a Frenchman, a Catholic from Haute Savoie, with a brilliant academic career to his credit and one closely allied with international problems. He sees his task, as first head of the University of the Saar, as one based on Franca-German understanding and the ultimate attainment of European unity.

The article offers information on the restriction of applied science in Germany. On April 28, 1946, the Allied Control Council approved a legislation providing for a continuing and rigid control of scientific research in this country. The study of applied nuclear physics is one of the subjects disallowed to all and any Germans. Also outlawed are research in applied aerodynamics, rocket propulsion, gas turbine engines, and the remote control of aircraft. The law encompasses all universities and colleges, technical high schools, and Kaiser Wilhelm institutes.