ТЕЛЕСНОСТЬ И ТЕЛЕСНЫЕ ПРАКТИКИ В ВОСПИТАТЕЛЬНЫХ ПРОЕКТАХ ПРЕДВОЕННОГО СССР И НАЦИСТСКОЙ ГЕРМАНИИ

Человек. 2021. Т. 32. № 6. С. 150–165.

Volkova I. V.

This article examines the practices associated with corporeality and
movement, which were an important part of the upbringing of the young
generations in the USSR and the Third Reich. A comparative analysis of both
educational projects shows that the Soviet one provided more opportunity
for schoolchildren to model their corporeality than the Nazi one. The Soviet
teachers tried to channel the hyperactivity of students into extracurricular
study groups (kruzhki, studii, sektsii), into some kinds of social responsibility,
competitions, performances, proms, and other events that allowed them
to master different cognitive and motor skills. The pre-war Soviet schools
provided greater sensory-motor experience and neural plasticity, which led to
the high learning ability of young Soviet conscripts and the variability of their
actions in the war compared to the Nazis. If the Soviet project of creating a
new person was addressed to individuality, soul and will, the Nazi one was
based on the barbaric romanticization of the right of the strongest and was
predominantly biotechnological. It was initially aimed at raising a person with
an iron will in a magnificent body and was against intellectualism — which
could weaken conviction and the desire for power. For this reason the main
educational functions were delegated to the Hitler Youth. Built on paramilitary
activity (sports and drills, hiking, campfires and songs, and participation in
Nazi party celebrations), the HY practice could provide limited and only
monotonous military training which was insufficient in the space of total war.

Keywords: моделирование, тело и телесность, neural plasticity, сorporeality,, sensory-motor experience, learning ability,, сенсорно-моторный опыт, нервная пластичность, быстрая обучаемость