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Hans Reichenbach and the Freistudentenschaft: School Reform, Pedagogy, and Freedom
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Hans Reichenbach and the Freistudentenschaft: School Reform, Pedagogy, and Freedom

Flavia Padovani
Logischer Empirismus, Lebensreform und die deutsche Jugendbewegung: Logical Empiricism, Life Reform, and the German Youth Movement
2022
DOI: https://doi.org/10.1007/978-3-030-84887-3_5
url
https://doi.org/10.1007/978-3-030-84887-3View
Published, Version of Record (VoR) Open
url
https://doi.org/10.1007/978-3-030-84887-3_5View
Published, Version of Record (VoR) Open

Abstract

Europe—History History and Archaeology Life Reform Movement Logical Empircism Mathematics and Science Pure sciences. Philosophy and theory Science Science: general issues Science—Philosophy The German Youth Movement The Logical Structure of the World Vienna Circle Europe European History History Nonfiction Philosophy Philosophy of Science
Like many of his contemporary students, Hans Reichenbach was a member of the Freistudentenschaft. This movement strongly defended the idea of moral self-determination and intellectual autonomy of the individual, and aimed at reforming the German university system that the Free Students regarded as no longer adequate to reflect their needs. As a Free Student, Reichenbach stood against any form of dogmatism, be it scholastic, religious, philosophical, political, or institutional. It is against this background that he developed the ideals that would ultimately provide the basis for his philosophical thought, and to which he would remain faithful until the end of his life. The aim of this paper is to provide a brief overview of Reichenbach’s experience as a Free Student and its impact on his later work. I will consider archival materials that significantly epitomise his early involvement within the German Youth Movement, specifically in relation to: his political partaking in the university reform, which extends until 1919; a psychological research project he carried out around 1912–1913; and his position on the war, which emerges in his 1915 correspondence with the education reformer Gustav Wyneken.

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