668:
knowledge of teaching methods. In addition, Litt argues in favour of the methodical, because systematic, planned procedures leave no room for misconstructions. In addition to methodological knowledge, pedagogical theory should be emphasised as a requirement for the teacher, even if it has nothing to do with practical implementation per se. Rather, it has a "historical site consciousness" which teachers should use to make it easier for students to find their way in world affairs. By historical location awareness, Litt also understands the "breadth of the intellectual horizon". It allows the teacher to convincingly represent the "spiritual powers whose precipitation confronts him as the content of his teaching activity. Moreover, it gives him the competence to face contemporary phenomena in an examining and conscientious manner. Pedagogical theory also has the task of giving the prospective teacher a sense of his pedagogical self-determination, based on inner freedom and a sense of duty. A good teacher can be recognised by the fact that he or she has the self-control not to take sides, but is able to confront contentious issues and central questions of life on a level of unity. For Litt, wanting to ideologically penetrate and influence the school is a danger.
568:
contents of education from criticism. This tendency is inappropriate and questionable. On the other hand, it is something else to seek the constructs of the mind for their own sake and to court their meaning and purpose in pure self-forgetfulness. Education can also be purposeful without an educational ideal. Without an ideal design, it aims at the self-forming of the subject in order to come to oneself, by man working his way through to his actual form of existence and thus making himself known. The formation of the human being cannot be concluded from any educational ideal. It is the same with the spirit, which either is or is not. In order to form the self that is conscious, it is necessary to discuss the given world one by one. Neither upbringing nor education need follow an ideal image, be it from religion or politics, in order to make it useful. On the other hand, the free-thinking spirit that wants to come into its own in the world commits itself to education. It is the task of education to educate the free-thinking spirit through the critical examination of the world.
677:
teacher and a taming of his own wishful images and ideas. In this way, he is also better able to connect the pupils with the objective culture and to act as a mediator between the "I" and the "world", so that the educational process leads via the person to the thing. The teacher has the duty to bring objective content closer to his pupils. Education only fulfils its purpose if, in addition to "letting the growing person grow", guiding is also seen as a component of the educational process. Merely observing the direction of a child's development and meeting his or her requirements and preferences as well as promoting his or her interests is regressive as a sole "educational measure" and in no way sufficient for the developing human being. "I" and "world" are in a reciprocal process of development and the confrontation with objective contents corresponding to the age as well as the talents is fundamental for the process of becoming a human being.
577:
contexts of the respective culture. Pedagogy must attempt to move from a totality of cultural realities to the individual areas of culture in order to bring a structure to the cultural areas and cultural goods and to classify them according to importance. However, this approach still ignores fundamental decisions about cultural and educational goods. For the observer and enjoyer, a cultural good can have great significance, but without relevance to education. There is no coincidence of cultural goods and educational goods. In order for cultural goods to prove themselves as educational goods, they must fit into the
527:, who pushed the individual into the shadows. The objective contents must be absorbed into the life of the respective subject in order to be useful. The term tradition is inseparable from that of individuation. "Man" and "world" have a reciprocal effect on each other and are in a positive dialectical tension with each other in that both work off each other. Through this mutual "working off", both form each other. Man forms himself in his definition of himself, and the world as the totality of spiritual-social-historical content forms itself in its virtuous assertion of claims, which is respected and strengthened.
515:
because it seeks harmonious perfection. The human spirit demands the abolition of contradictions through independent mental work. According to Litt, the being of education can only be understood in terms of its "ought". This "ought" is the synthesis that must be produced in order to recognise contradictions and accept them as given as the product of the human spirit, which has the claim to control contradictions through mental effort and to bring them into harmony. The bringing together of opposing poles is possible for the human spirit because those also originate from it.
243:. In his inaugural speech as Rector of the University of Leipzig in 1931, he spoke out in favour of maintaining an independent university. For Litt, the Nazi regime ushered in the end of his first creative period from 1919 to 1937. He did not bow to the regime, which attacked his anti-National Socialist stance. At the university association conference in October 1932, Litt suggested a declaration by the university teachers taking a stand against the National Socialist movement. Nevertheless, Litt is named among the signatories of the
654:
advantageous when the above-mentioned values are passed on by teachers without them having to exert direct influence on pupils, since every teacher has a different educational radiance and way of looking at things. Besides the reciprocal intertwining of "teaching" and "education", there is also one for "intellect" and "character" or "knowledge" and "education". "Knowledge" is always an assessment of the situation, and the becoming one of knowledge and conscience is a prerequisite for action to correspond to knowledge (belief).
621:
political and school interdependence, he advocates education towards democracy. A functioning school system shows itself through consistency. The school should distance itself from the general intellectual and cultural climate so as not to fall into the false belief that it has to react to political controversies. School has a preserving character because it is able to pass on the "educational solidarity of generations" and is obliged to remain consistent even in times of change.
640:" (uniform school). Furthermore, Litt advocates the gymnasial educational directions with their respective core content. The task of the secondary schools is to offer high-achieving pupils a challenging education. The educational diversity offered at secondary schools is very limited at vocational schools, he argues, because students remain experts in one field and general education, which includes learning basic social and intellectual skills, is neglected. This means that the
1451:, shall I raise my right hand to heaven and exclaim in an imploring and pleading voice: "Dear friends, I am with you too, I am national too! «? Don't they realise what a lack of dignity lies behind this; that morally impossible things are being demanded of me? What is demanded? They demand unconditional submission to the party programme, to all the points of the party programme! That is impossible for me, I simply cannot do that! ââ Abridged quote after:
1959:
1447:, p. 375. This alleged signature is admittedly difficult to reconcile with the following statement by Litt: "In response to a letter from a circle of students asking whether he did not sufficiently take into account the national moment and the importance of the biological in his philosophy, Litt added a personal word in the matter '... Shall I place myself under the
1947:
245:
1935:
667:
Litt is of the opinion that there are born educators who are naturally endowed with an outstanding educational talent; nevertheless, most educators must learn certain aids and educational methods. In a narrower sense, this means the consistency and definiteness of pedagogical form and an unrestricted
620:
Furthermore, Litt demands that daily political controversies be kept out of the classroom. School should not be misused for party-political purposes. On the other hand, he emphasises the important consolidation of the "youthful" character through spirituality and morality. Despite Litt's rejection of
483:
in the sense of the spiritual world. Under this condition, education is an "action that is directed in its essence towards the context of the human-social world, that is the spiritual world." But this assumed totality is not so given in the world. Characteristic of the overall cultural situation, one
249:
of 11 November 1933. In 1934, his lectures were severely disrupted and the
University of Leipzig was even temporarily closed. In 1936, Litt ended a lecture tour to Vienna because the Nazi authorities banned him from lecturing. Returning to Leipzig, he demanded his early retirement, which he achieved
505:
of a child, the resolution of the dialectical tensions cannot be realised, because the tensions cling to the educator (leader) just as much as to the person being educated, and he can just as little step out of them. However, Litt did not see the solution to the tensions and contradictions inherent
676:
It is a mistake to deprive pupils of the opportunity to make decisions regarding their personal worldview by trying to take them in early on for that of the educating generation. Instead, they should be given the opportunity to shape their own vision of the future. This requires tolerance from the
611:
The young person should be exposed to classical contents and cultural goods with an educational character of "timeless significance", because these are the actual educational values. Furthermore, in addition to the actual educational values, the school must also take into account and relate to the
602:
to enable the adolescent to successfully master everyday life. The school was constantly taking on new tasks in order to ensure and support the suitability for everyday life and the personal responsibility of the adolescent. A separation of education and the adult world (professional world) is no
567:
For Litt, there is no ideal blueprint of education. Nevertheless, there are educational rubrics, such as religion, science, art and morality, which remain untouchable in their educational character. It is characteristic of society to want to create an educational ideal in order to protect certain
514:
There is a gulf between human spiritual existence and organic Dasein. Nature does not correspond to "ought" and meaning. Nature does not strive to eliminate contradictions. This is rather the fictitious desire of human beings, because their spirit demands to live in harmony with "All-That-Is" and
653:
For Litt, "instruction" and "education" are to be seen as interlinked, because an educational aspect always flows into instruction. The pedagogical effect is decisive for orderly and consistent teaching, which focuses on education for objectivity, work ethic and fulfilment of duty. Litt finds it
644:
has the task of opening up and connecting with fundamental areas of existence. It should put culture and history into a context that is appropriate for the respective occupation. Understanding and respect should also be important aspects of the educational task at these schools, as these are key
478:
The human being is to be seen in a historical context. Litt understood history not only as the past, but also as the future history shaped by people. He defined history as the "overall cultural situation", by which is meant the totality of what people in a community have created through thought,
576:
Litt emphasises the importance of selecting educational content. Because of the diversity of educational content in pedagogy, it is all the more important to examine its content. No educational content may claim general validity for itself, because its relevance is measured against certain life
531:
What regulates the comrades' dealings in the form of custom, manners, morality, law, what guides their actions as a jointly pursued goal of the will, what leads their minds above the hustle and bustle of the earth as a devout certainty: all this comes together to form a structure of obligations
593:
Education teaches man to keep himself and his relationship in order. The person gains better access to realising this. Work, with its objectivity, has a positive effect on the human being. This transfer of life makes it possible for man to conform to the order inherent in work, to grow humanly
500:
lies in the dialectical basic structure of human being. The dialectical basic structure cannot be remedied from the outside by psychological measures. These can at most provide information about this contradiction, but not about how the individual is able to deal with enlightenment. In the
2009:
1877:
position. At no time was his national attitude in danger of turning nationalistic, and he never gave cause to be misunderstood in this sense. In the first years after 1933, he had the courage â as one of very few university teachers in
Germany at the time â to openly criticise the
268:
wherein the latter advocated a religion to replace
Christianity. Litt found great favour among devout Christians, and the relatively large print run was immediately sold out. But Litt disappointed the rejection by his colleagues who belonged to the humanities pedagogy, such as
413:
after Ernst
Troeltsch, which believed that it could gain pedagogical goals from a historically saturated overall view of the cultural sphere in harmonising dialectics from tradition â covering contradictions and far removed from conflicts of power and interest.
612:
real demands of life, the social demands. This means that the so-called "vital values" have the same importance as the educational values. A tension arises between the two values that remains incompatible because it cannot be shattered and thus endured.
445:
With his dialectical way of thinking, Litt aimed to abolish one-dimensional views and their credibility in an all-encompassing context. In doing so, he proceeded rationally, contrarily as well as dialectically at the same time and conceived an extensive
1857:, " Litt's political position in the Weimar Republic was that of a conservative-liberal republican of reason. Out of insight into the socio-political conditions of the time, he unequivocally declared his support for the binding nature of the
462:). He attempted to bring together the fundamental opposition between cognition and life into an orderly whole by means of an overall view of interpretative ideas. The "free-thinking" educational science of Wolfgang Klafki and the
99:, was banned from lecturing in 1937 and retired early. Nevertheless, he continued to publish critically against the ruling ideology. After the end of the Second World War, he could not come to terms with the ideology of the
484:
finds rather inequalities, disjunctions and diversities. What is already given in the world is the separate coexistence. Human actions differ in their intentions and goals and therefore exist separately next to each other.
437:
inspired him to examine problem areas in pedagogy dialectically. But for Litt, a critical examination of contradictions was not necessary for the purpose of education. For Litt, the dialectic manifests itself in the
585:. They must correspond to the world views of youth. Once the appropriate educational goods have been selected, they still need to be specified â for an intended target group with a comparable mindset.
2019:
239:(Leading or Letting Grow). His rejection of irrational, organological and romantic ideologies as well as his claim to respect for the growing and developing human being led to hostility from the
506:
in the human being in letting it grow naturally, especially since this letting it grow would have to be based on the assumption that development is purposeful and meaningful from the outset.
2014:
523:
Litt emphasised the importance of the individual: ego and world are dependent on each other and are in a mutual process of development. Litt criticised the one-dimensional interpretation of
594:
through work. Litt puts the pedagogisation of society into practice. Even the most functional family could no longer provide the performance that was still conceivable in the times of
2029:
2024:
466:
of the 1960s took up Litt's didactic approach to supporting education in the humanities, but above all in history, with reference to technology, science and the world of work.
442:
of individual and community, in the antinomy of reason and life, and in the opposition of subjective spirit (person) and objective spirit (objective formation of spirit).
1999:
305:
146:
104:
1555:
355:
693:
349:
492:
By creating syntheses, tensions and contradictions can be resolved. These tensions are not a concept devised by the mind, but a real, antinomic structure of
359:
1850:
Die gegenwÀrtigen
Kontroversen in der deutschen Erziehungswissenschaft ĂŒber das VerhĂ€ltnis der Geisteswissenschaftlichen PĂ€dagogik zum Nationalsozialismus.
1984:
321:
296:'s recommendation, he was assigned the task of the democratic reform of Leipzig University. Although Litt taught again in 1946, after a lecture on
1989:
1168:
699:
363:
57:
of the relationship between the individual and society, man and the world, reason and life. At the same time, he projected these thoughts into a
2004:
1994:
1979:
1906:
1479:
1444:
1156:
1133:
Die
Technik als Herausforderung der PĂ€dagogik in den 1950er Jahren: Theodor Litts Bildungs- und Subjekttheorie fĂŒr die Industriegesellschaft.
550:
and technology are designated as the world and are in a mutual interaction with humans. Man forms and creates the world and thus has a
2044:
344:
1776:
1586:
1363:
1348:
1316:
1301:
1265:
1250:
1125:
1099:
1081:
1048:
1033:
812:
804:
145:) in DĂŒsseldorf. He then began teacher training in philosophy, history and classical philology (with one semester in Berlin) at the
1432:
404:
246:
Vow of allegiance of the
Professors of the German Universities and High-Schools to Adolf Hitler and the National Socialistic State
192:
63:
1041:
Zum
Problem der Menschenbildung bei Theodor Litt. Studien zur wissenschaftstheoretischen Problematik im Gesamtwerk Theodor Litts.
301:
100:
1786:
1688:
340:
1427:
204:
of the First World War. As early as 1919, the
University of Bonn appointed Litt as an associate professor of education. In
524:
390:
way of thinking, which was determined by his engagement with Kant and Herder on the one hand and Hegel on the other. Like
308:. Litt founded and remained head of the Institute for Educational Sciences until his death. His numerous lectures such as
1702:
399:
336:
263:
187:
140:
58:
328:
was published, which again dealt with his confrontation with totalitarian types of power and their political theories.
1912:
1708:
1492:
1228:
123:, Litt was the son of the grammar school professor Ferdinand Litt and great-nephew of the theatre director and actor
1223:
1190:
1925:
595:
455:
221:
135:
50:
603:
longer conceivable. From kindergarten onwards, children would also experience the constraints of the adult world.
753:
Möglichkeiten und
Grenzen der PÀdagogik. Abhandlungen zur gegenwÀrtigen Lage von Erziehung und Erziehungstheorie.
332:
286:
1734:â⊠den Kern dieses ganzen Wesens hochzuhalten und ⊠zu lieben." Theodor Litt und die studentischen Verbindungen.
1195:
1533:
1885:
1692:
1219:
1836:
164:
1732:
1322:
1022:
Die pÀdagogische Gestaltung des Schullebens. BeitrÀge zur Verwirklichung des Erziehungsauftrags der Schule
1452:
1208:
1903:(with links to the Theodor Litt symposium, archive, research centre, publications an Theodor Litt Preis)
1411:
Theodor Litt's Haltung zum Nationalsozialismus. With special reference to his lecture from 1933 to 1937.
1240:
1074:
Erlebnis, Verstehen, Erkenntnis. Theodor Litts System der Philosophie aus erkenntnistheoretischer Sicht.
959:
547:
447:
169:
92:
69:
23:
1468:
Wissenschaft und akademische Bildung. Is Theodor Litt relevant to contemporary higher education policy?
1820:
1728:
200:
Litt's interest in philosophy and pedagogy is said to have been triggered, among other things, by the
153:
2039:
2034:
1870:
1862:
999:
792:
274:
73:
1826:
1457:
1213:
630:
285:
was dismissed from his post in 1937. In 1944, when Litt was also banned from giving lectures at the
1866:
1858:
1757:
1601:
497:
395:
201:
175:
150:
46:
1713:
1309:
Philosophie und PĂ€dagogik im 20. Jahrhundert. Die philosophischen BemĂŒhungen des 20. Jahrhunderts.
1282:
1087:
124:
1327:
463:
282:
278:
229:
96:
84:
1816:
1768:
1750:
1377:
1148:
799:; Nachdr. als Gemeinschaftsausgabe: Fischer, Norderstedt; Leipziger Univ.-Verlag, Leipzig 1997,
430:
1698:
1939:
1812:
1772:
1764:
1746:
1582:
1475:
1440:
1373:
1359:
1344:
1312:
1297:
1261:
1246:
1152:
1144:
1121:
1095:
1077:
1044:
1029:
808:
800:
687:
641:
599:
197:, he was employed for six months as a referent in the Prussian Ministry of Culture in Berlin.
27:
1951:
1613:
Bausteine zu einer Geschichte der Philosophie des 20. Jahrhunderts von Husserl zu Heidegger.
1160:
721:
Geschichte und Leben. Von den Bildungsaufgaben geschichtlichen und sprachlichen Unterrichts.
480:
258:
1848:
1164:
1448:
1372:
Published by the Theodor-Litt-Forschungsstelle der UniversitÀt Leipzig, Leipzig 1999 ff.,
741:
Erkenntnis und Leben. Untersuchungen ĂŒber Gliederung, Methoden und Beruf der Wissenschaft.
467:
422:
391:
270:
225:
209:
182:
written in Latin. After four years as a teacher of ancient languages and history in Bonn,
88:
34:
2010:
Grand Crosses with Star and Sash of the Order of Merit of the Federal Republic of Germany
554:(world-forming character). The areas grouped together as the world are "forming powers".
158:
1963:
1202:
426:
293:
213:
78:
42:
1973:
1831:
1790:
635:
228:, who moved to the University of Berlin, as chair of philosophy and education at the
183:
120:
1606:
1334:
Lieber will ich Steine klopfen. Der Philosoph und PĂ€dagoge Theodor Litt in Leipzig.
418:
217:
179:
38:
1056:
Theodor Litt: Das Bildungsideal der deutschen Klassik und die moderne Arbeitswelt.
1919:
Theodor Litt spricht ĂŒber die Aufgabe der Philosophie in der Gegenwart, Bonn 1959
1511:
1287:
134:. From 1890 to 1898, Litt attended the humanistic StÀdtisches Gymnasium (today's
129:
1879:
1861:
and, in the crisis years at the end of the Weimar period, unequivocally opposed
1717:
733:. Leipzig/Berlin 1919; from the 2nd, modified edition (1924) with the subtitle
1874:
1422:
387:
54:
1341:
Untersuchungen zur Kulturtheorie Theodor Litts. Neue ZugÀnge zu seinem Werk.
789:
Der deutsche Geist und das Christentum. Vom Wesen geschichtlicher Begegnung.
502:
253:
Litt nevertheless did not let this stop him from publishing the small paper
759:
FĂŒhren oder Wachsenlassen. Eine Erörterung des pĂ€dagogischen Grundproblems.
232:, where he served as university lecturer or rector (1931â1932) until 1937.
1946:
1199:(in German), vol. 14, Berlin: Duncker & Humblot, pp. 708â710
1896:
1838:
Der Nachlass des Erziehungswissenschaftlers und Philosophen Theodor Litt.
915:
Freiheit und Lebensordnung. Zur Philosophie und PĂ€dagogik der Demokratie.
705:
GroĂes Bundesverdienstkreuz mit Stern und Schulterband (27 December 1960)
439:
108:
629:
Litt advocates the divided school system and categorically rejects the "
1466:
In Peter Gutjahr-Löser, Dieter Schulz, Heinz-Werner Wollersheim (ed.):
731:
Individuum und Gemeinschaft. Grundfragen der sozialen Theorie und Ethik
1137:
Jahrbuch fĂŒr Historische Bildungsforschung 2014. Schwerpunkt Maschinen
723:
Leipzig/Berlin 1918; from the 2nd, modified edition with the subtitle
747:
Die Philosophie der Gegenwart und ihr Einfluss auf das Bildungsideal.
304:(SED) and took up a professorship in philosophy and education at the
240:
909:
Wissenschaft und Menschenbildung im Lichte des Ost-West-Gegensatzes.
885:
Das Bildungsideal der deutschen Klassik und die moderne Arbeitswelt.
208:, Litt gave an outline of cultural and social philosophy. Alongside
1439:
2nd, updated edition. Fischer Taschenbuch Verlag, Frankfurt, 2005,
998:). Edited by Eduard Spranger. Quelle & Meyer, Heidelberg 1959,
532:
against which the arbitrariness of the individual finds its limit.
298:
The Significance of Pedagogical Theory for the Training of Teachers
1356:
Lernen und Wissen. Theorie des Wissens und der Wissensvermittlung.
1069:
edited by Wolfgang Fritz Haug, Berlin 1989, pp. 99–124.
819:
Das Allgemeine im Aufbau der geisteswissenschaftlichen Erkenntnis.
645:
points in preventing blatant and massive human rights violations.
496:. The cause for the contradictory, for the antinomic in the human
493:
978:
LeitsĂ€tze zur BegrĂŒndung eines realistischen höheren Schulwesens.
964:). Edited by Aloys Fischer, Eduard Spranger. Leipzig/Berlin 1930.
320:
which gave rise to the inauguration of a series of papers by the
1918:
1882:
and the historical view of National Socialism in publications. "
370:
1719:
Theodor Litts Grundlehre. Dem Andenken Theodor Litts gewidmet.
1118:
Die PÀdagogik Theodor Litts. Eine kritische VergegenwÀrtigung.
992:
PĂ€dagogische Wahrheiten und Halbwahrheiten kritisch beleuchtet
921:
PĂ€dagogik und Kultur. Kleine pĂ€dagogische Schriften 1918â1926.
1003:
796:
235:
In 1927, Litt addressed his pedagogical problems in his work
72:
at the beginning of the 20th century and, via Litt's student
1915:
on Lexikon WestfĂ€lischer Autorinnen und Autoren â 1750â1950
968:
Hegels Begriff des âGeistesâ und das Problem der Tradition.
837:
Mensch und Welt. Grundlinien einer Philosophie des Geistes.
1787:"Litt und die SBZ/DDR. Drittes Theodor-Litt-Symposion"
386:
As a philosopher, Litt was strongly influenced by the
1923:
1741:(zuerst in Dieter Schulz, Heinz-Werner Wollersheim :
1464:
Did Theodor Litt crawl to swastikas in November 1933?
1398:
Anschriftenbuch. Membership directory of all Old Men.
1235:
Theodor Litt und die politische Bildung der Gegenwart
940:
Die höhere Schule und das Problem der Einheitsschule.
1311:
Wissenschaftliche Buchgesellschaft, Darmstadt 1980,
1063:
Theodor Litts Warnung vor "allzu direkten Methoden".
891:
Die Wiedererweckung des geschichtlichen BewuĂtseins.
318:
Die politische Selbsterziehung des deutschen Volkes,
186:
and from 1906 as a senior teacher in Cologne at the
2020:
Members of the German Academy of Sciences at Berlin
1258:
Theodor Litt. PĂ€dagogische Analysen zu seinem Werk.
725:
Probleme und Ziele kulturwissenschaftlicher Bildung
358:. He was an honorary doctor of the universities in
277:, most of whom remained in their chairs during the
1176:Das SelbstverstÀndnis der PÀdagogik Theodor Litts.
163:, in Berlin of the Akademische Liedertafel in the
861:Geschichtswissenschaft und Geschichtsphilosophie.
1581:. Bad Heilbrunn: Julius Klinkhardt. p. 23.
1556:"Members of predecessor academies: Theodor Litt"
488:Contradiction in the basic dialectical structure
345:Akademie gemeinnĂŒtziger Wissenschaften zu Erfurt
292:Litt's second creative period began in 1945. On
281:era despite agreeing with Litt's critique. Only
996:Festgabe fĂŒr Wilhelm Flitner zum 70. Geburtstag
529:
22:(27 December 1880 â 16 July 1962) was a German
2015:Recipients of the Pour le MĂ©rite (civil class)
1277:Geschichte der PĂ€dagogik des 20. Jahrhunderts.
771:Kant und Herder als Deuter der geistigen Welt.
300:in East Berlin he came into conflict with the
147:Rheinische Friedrich-Wilhelms-UniversitÀt Bonn
429:also influenced his philosophical worldview.
224:for social philosophy. In 1920, he succeeded
8:
45:, Litt developed an independent approach in
2030:Members of the Austrian Academy of Sciences
2025:Members of the Bavarian Academy of Sciences
1771:. Volume 4, Leipziger Univ.-Verlag, 2005,
1501:6 December 2010, retrieved 6 December 2010.
1482:, pp. 254–264, here p. 256.
1141:Jahrbuch fĂŒr Historische Bildungsforschung.
974:volume 4. Springer, pp. 241–244.
897:Technisches Denken und menschliche Bildung.
879:Hegel. Versuch einer kritischen Erneuerung.
356:Ăsterreichische Akademie der Wissenschaften
1534:"Deceased members: Prof. Dr. Theodor Litt"
1474:Volume 7). Leipziger Univ.-Verlag, 2010,
1151:). Julius Klinkhardt, Bad Heilbrunn 2015,
855:Die Geschichte und das Ăbergeschichtliche.
1294:Theodor Litt. Eine einfĂŒhrende Ăberschau.
988:Charakterbildung geht vor Wissensbildung.
923:Edited by F. Nicolin, Bad Heilbrunn 1965.
849:Wege und Irrwege geschichtlichen Denkens.
583:to the whole of youthful soul development
2000:Academic staff of the University of Bonn
1579:Theodor Litt. Eine einfĂŒhrende Ăberschau
1558:. Berlin-Brandenburg Academy of Sciences
1536:. Bayerische Akademie der Wissenschaften
1491:For the argumentation of this paper see
950:Hegel und die Aufgaben deutscher Jugend.
474:History as an overall cultural situation
316:were just as well received as his paper
174:. In 1904 he was awarded a doctorate in
1930:
1389:
929:, MĂŒnchen, Wien : Oldenbourg, 1976
700:Austrian Decoration for Science and Art
470:' social theory is also trained on it.
409:. He himself described his position as
87:in the 1970s. Litt identified with the
1671:
1669:
1494:Der deutsche Geist und das Christentum
873:Naturwissenschaft und Menschenbildung.
765:Wissenschaft, Bildung, Weltanschauung.
649:Pedagogical influence in the classroom
625:Criticism of the uniform school system
360:Ludwig-Maximilians-UniversitĂ€t MĂŒnchen
255:Der deutsche Geist und das Christentum
1709:Professor Litt on UniversitÀt Leipzig
1437:. Who was what before and after 1945.
1428:Das Personenlexikon zum Dritten Reich
694:GroĂes Bundesverdienstkreuz mit Stern
322:Bundeszentrale fĂŒr politische Bildung
149:. In Bonn, he became a member of the
107:, where he founded the Institute for
7:
1689:Literature by and about Theodor Litt
324:. In 1962, Litt's last publication,
1859:Constitution of the Weimar Republic
1615:Bern among others 1995, pp. 253 ff.
1343:Dt. Studien-Verlag, Weinheim 1990,
903:Leibniz und die deutsche Gegenwart.
737:; 3rd, again revised edition. 1926.
581:and allow themselves to be related
398:, he is counted in the camp of the
394:, Herman Nohl, Wilhelm Flitner and
1760:, Heinz-Werner Wollersheim (ed.):
1512:"Members of the SAW: Theodor Litt"
946:18 (1919), pp. 280–293.
783:Die Selbsterkenntnis des Menschen.
579:inner movement of the living whole
479:action and production. History is
400:Geisteswissenschaftliche PĂ€dagogik
83:, extended into the discussion on
59:geisteswissenschaftliche PĂ€dagogik
14:
1245:Volume 31). Olzog, MĂŒnchen 1981,
1018:Der Erziehungsauftrag der Schule.
984:5 (1952), pp. 241–244.
944:Monatsschrift fĂŒr höhere Schulen.
735:Grundlegung der Kulturphilosophie
364:WestfÀlische Wilhelms-UniversitÀt
1985:20th-century German philosophers
1957:
1945:
1933:
1890:(with a photograph of Litt). In
1809:Journal der UniversitÀt Leipzig.
1737:Frankfurt 2005 (PDF; 288 kB) In
1413:Bad Heilbrunn 2005, p. 76.
1358:Klinkhardt, Bad Heilbrunn 1985,
1296:Klinkhardt, Bad Heilbrunn 1950,
1260:Klinkhardt, Bad Heilbrunn 1973,
1094:Klinkhardt, Bad Heilbrunn 1990,
1043:Klinkhardt, Bad Heilbrunn 1973,
310:Self-Criticism in Modern Culture
302:Socialist Unity Party of Germany
101:Socialist Unity Party of Germany
1699:Works by and about Theodor Litt
954:JugendfĂŒhrer und Jugendprobleme
68:that had its starting point in
1990:German philosophers of culture
1224:Friedrich Wilhelm Rothenpieler
867:Der Mensch vor der Geschichte.
843:Staatsgewalt und Sittlichkeit.
777:Einleitung in die Philosophie.
572:Cultural and educational goods
341:Academy of Sciences of the GDR
220:, Litt became a member of the
53:, which was determined by the
1:
2005:German non-fiction literature
1995:Rectors of Leipzig University
1980:20th-century German educators
1400:Frankenthal 1953, p. 69.
825:Geschichte und Verantwortung.
314:Political Ethics and Pedagogy
257:in 1938. In it he criticised
136:Humboldt-Gymnasium DĂŒsseldorf
1909:on archivdatenbank.bbf.dipf.
1739:burschenschaftsgeschichte.de
1703:Deutsche Digitale Bibliothek
1028:). Ehrenwirth, Munich 1979,
616:Democratisation of the youth
607:Educational and vital values
337:Bavarian Academy of Sciences
264:The Myth of the 20th Century
1753:, pp. 189–263).
1627:Stuttgart 1952, p. 89.
1514:. Saxon Academy of Sciences
1120:Scriptor, Königstein 1982,
558:School pedagogical position
382:Dialectical way of thinking
326:Freiheit und Lebensordnung,
188:Friedrich-Wilhelm-Gymnasium
103:and therefore moved to the
2061:
1897:Theodor-Litt-Gesellschaft.
1159:, pp. 219–264,
1067:Deutsche Philosophen 1933.
672:Granting freedom of choice
510:Elimination of the tension
456:philosophical anthropology
289:, he withdrew completely.
95:, came into conflict with
51:philosophical anthropology
1819:,. 33 f. (PDF-S. 35 f.) (
1779:, pp. 189–263.
1661:Leading and Letting Grow.
1637:Die Kultur der Gegenwart.
1625:FĂŒhren und Wachsenlassen.
1256:Friedhelm Nicolin (ed.):
1239:Berichte und Studien der
1165:nbn:de:0111-pedocs-145772
1026:SchulpÀdagogische Aspekte
333:Saxon Academy of Sciences
331:Litt was a member of the
287:Saxon Academy of Sciences
237:FĂŒhren oder Wachsenlassen
1875:autonomy of universities
1705:(German Digital Library)
1499:fontanefan.blogspot.com.
1196:Neue Deutsche Biographie
1111:Klassiker der PĂ€dagogik.
1109:In Hans Scheuerl (ed.):
1020:In F. Schmaderer (ed.):
715:Independent publications
663:Required characteristics
589:The mission of education
541:Munich 1948, p. 24.
452:Individual and Community
206:Individual and Community
30:as well as a pedagogue.
1693:German National Library
1006:, pp. 41–67.
690:, Friedensklasse (1952)
2045:People from DĂŒsseldorf
1762:Theodor-Litt-Jahrbuch.
1743:Theodor-Litt-Jahrbuch.
1472:Theodor Litt Yearbook.
1370:Theodor-Litt-Jahrbuch.
1275:In Josef Speck (ed.):
1036:, pp. 29–1.
982:Bildung und Erziehung.
960:Georg Kerschensteiners
833:Stuttgart/ZĂŒrich 1948.
544:
377:Philosophical position
91:and, as rector of the
1577:Albert Reble (1996).
1396:Verband Alter SVler:
1241:Hanns-Seidel-Stiftung
1189:Peter MĂŒller (1985),
791:Klotz, Leipzig 1938,
658:Tasks of the teachers
552:Weltbildungscharakter
448:philosophy of culture
435:Theorie der Dialektik
165:SondershÀuser Verband
93:University of Leipzig
70:progressive education
1871:constitutional state
1863:right-wing extremism
1649:Leading and Growing.
1323:Wolfgang Schwiedrzik
1220:Hans-Helmuth KnĂŒtter
1016:Hans-Karl Beckmann:
1011:Secondary literature
779:Leipzig/Berlin 1933.
767:Leipzig/Berlin 1928.
761:Leipzig/Berlin 1927.
755:Leipzig/Berlin 1926.
749:Leipzig/Berlin 1925.
743:Leipzig/Berlin 1923.
686:Mitglied des Ordens
1867:left-wing extremism
1811:No. 2, April 2000,
1675:BundesprÀsidialamt.
1497:at Fontanefan. In:
1453:Peter Gutjahr-Löser
1354:Gerhard Steindorf:
1271:Friedhelm Nicolin:
1209:Peter Gutjahr-Löser
1072:Lorenz Funderburk:
1061:Thomas Friederich:
563:Ideals of education
241:National Socialists
176:classical philology
47:cultural philosophy
33:In the debate with
1054:Holger Burckhart:
696:(20 December 1955)
464:educational reform
373:at the age of 81.
279:National Socialist
230:Leipzig University
97:National Socialism
85:educational reform
28:social philosopher
16:German philosopher
1869:. threats to the
1847:Wolfgang Klafki:
1639:1921, p. 293
1480:978-3-86583-527-7
1445:978-3-596-16048-8
1339:Wolfgang Schulz:
1307:Wolfgang Ritzel:
1157:978-3-7815-2022-6
1116:Wolfgang Klafki:
1105:Wolfgang Klafki:
972:Studium Generale.
927:Ethik der Neuzeit
642:vocational school
519:Man and the world
417:Thinkers such as
411:cultural pedagogy
259:Alfred Rosenbergs
2052:
1962:
1961:
1960:
1950:
1949:
1938:
1937:
1936:
1929:
1835:
1807:(Abstract from)
1802:
1800:
1798:
1793:on 22 March 2004
1789:. Archived from
1729:Harald Lönnecker
1676:
1673:
1664:
1658:
1652:
1646:
1640:
1634:
1628:
1622:
1616:
1610:
1599:
1593:
1592:
1574:
1568:
1567:
1565:
1563:
1552:
1546:
1545:
1543:
1541:
1530:
1524:
1523:
1521:
1519:
1508:
1502:
1489:
1483:
1461:
1436:
1420:
1414:
1407:
1401:
1394:
1331:
1291:
1232:
1217:
1203:full text online
1200:
1181:Rudolf Lassahn:
1174:Rudolf Lassahn:
917:Heidelberg 1962.
911:Heidelberg 1958.
899:Heidelberg 1957.
893:Heidelberg 1956.
881:Heidelberg 1953.
875:Heidelberg 1952.
831:Denken und Sein.
639:
542:
539:Mensch und Welt.
481:cultural history
408:
353:
306:UniversitÀt Bonn
196:
173:
162:
154:AMV Makaria Bonn
151:SĂ€ngerverbindung
144:
133:
105:UniversitÀt Bonn
82:
67:
55:dialectical view
2060:
2059:
2055:
2054:
2053:
2051:
2050:
2049:
1970:
1969:
1968:
1958:
1956:
1944:
1934:
1932:
1924:
1841:(PDF 43 kB) In
1829:
1805:uni-leipzig.de.
1796:
1794:
1784:
1685:
1680:
1679:
1674:
1667:
1659:
1655:
1647:
1643:
1635:
1631:
1623:
1619:
1604:
1600:
1596:
1589:
1576:
1575:
1571:
1561:
1559:
1554:
1553:
1549:
1539:
1537:
1532:
1531:
1527:
1517:
1515:
1510:
1509:
1505:
1490:
1486:
1455:
1430:
1421:
1417:
1408:
1404:
1395:
1391:
1386:
1325:
1285:
1279:Stuttgart 1977.
1226:
1211:
1191:"Litt, Theodor"
1188:
1092:Vom Unterricht.
1058:Darmstadt 2003.
1039:Ursula Bracht:
1013:
958:Festschrift zu
936:
905:Wiesbaden 1947.
827:Wiesbaden 1947.
717:
712:
683:
674:
665:
660:
651:
633:
627:
618:
609:
591:
574:
565:
560:
543:
536:
521:
512:
490:
476:
468:Talcott Parsons
460:Mensch und Welt
454:) as well as a
423:Wilhelm Dilthey
402:
392:Eduard Spranger
384:
379:
347:
275:Wilhelm Flitner
271:Eduard Spranger
226:Eduard Spranger
210:Ernst Troeltsch
190:
167:
156:
138:
127:
117:
89:Weimar Republic
76:
74:Wolfgang Klafki
61:
17:
12:
11:
5:
2058:
2056:
2048:
2047:
2042:
2037:
2032:
2027:
2022:
2017:
2012:
2007:
2002:
1997:
1992:
1987:
1982:
1972:
1971:
1967:
1966:
1954:
1942:
1922:
1921:
1916:
1910:
1904:
1901:uni-leipzig.de
1894:
1892:uni-leipzig.de
1883:
1855:uni-marburg.de
1845:
1827:Gerald Wiemers
1824:
1782:
1781:
1780:
1726:
1711:
1706:
1696:
1684:
1683:External links
1681:
1678:
1677:
1665:
1653:
1641:
1629:
1617:
1594:
1587:
1569:
1547:
1525:
1503:
1484:
1415:
1409:Heide Bremer:
1402:
1388:
1387:
1385:
1382:
1381:
1380:
1367:
1352:
1337:
1320:
1305:
1280:
1269:
1254:
1206:
1186:
1179:
1178:Ratingen 1968.
1172:
1129:
1114:
1103:
1085:
1070:
1059:
1052:
1037:
1012:
1009:
1008:
1007:
985:
975:
965:
962:70. Geburtstag
947:
935:
932:
931:
930:
924:
918:
912:
906:
900:
894:
888:
882:
876:
870:
864:
858:
852:
846:
840:
834:
828:
822:
816:
786:
780:
774:
768:
762:
756:
750:
744:
738:
728:
716:
713:
711:
708:
707:
706:
703:
697:
691:
688:Pour le MĂ©rite
682:
679:
673:
670:
664:
661:
659:
656:
650:
647:
631:Einheitsschule
626:
623:
617:
614:
608:
605:
590:
587:
573:
570:
564:
561:
559:
556:
537:Theodor Litt,
534:
520:
517:
511:
508:
489:
486:
475:
472:
427:Edmund Husserl
383:
380:
378:
375:
294:Ernst Cassirer
222:Leipzig School
214:Ernst Cassirer
116:
113:
15:
13:
10:
9:
6:
4:
3:
2:
2057:
2046:
2043:
2041:
2038:
2036:
2033:
2031:
2028:
2026:
2023:
2021:
2018:
2016:
2013:
2011:
2008:
2006:
2003:
2001:
1998:
1996:
1993:
1991:
1988:
1986:
1983:
1981:
1978:
1977:
1975:
1965:
1955:
1953:
1948:
1943:
1941:
1931:
1927:
1920:
1917:
1914:
1911:
1908:
1907:Litt, Theodor
1905:
1902:
1898:
1895:
1893:
1889:
1888:
1884:
1881:
1876:
1872:
1868:
1864:
1860:
1856:
1852:
1851:
1846:
1844:
1840:
1839:
1833:
1828:
1825:
1822:
1818:
1814:
1810:
1806:
1792:
1788:
1785:Iris Mortag.
1783:
1778:
1777:3-86583-038-2
1774:
1770:
1766:
1763:
1759:
1758:Dieter Schulz
1755:
1754:
1752:
1748:
1744:
1740:
1736:
1735:
1730:
1727:
1725:
1721:
1720:
1715:
1712:
1710:
1707:
1704:
1700:
1697:
1694:
1690:
1687:
1686:
1682:
1672:
1670:
1666:
1662:
1657:
1654:
1650:
1645:
1642:
1638:
1633:
1630:
1626:
1621:
1618:
1614:
1608:
1603:
1602:Kurt Wuchterl
1598:
1595:
1590:
1588:3-7815-0737-8
1584:
1580:
1573:
1570:
1557:
1551:
1548:
1535:
1529:
1526:
1513:
1507:
1504:
1500:
1496:
1495:
1488:
1485:
1481:
1477:
1473:
1469:
1465:
1459:
1454:
1450:
1449:Swastika flag
1446:
1442:
1438:
1434:
1429:
1424:
1419:
1416:
1412:
1406:
1403:
1399:
1393:
1390:
1383:
1379:
1375:
1371:
1368:
1365:
1364:3-7815-0576-6
1361:
1357:
1353:
1350:
1349:3-89271-242-5
1346:
1342:
1338:
1336:Leipzig 1996.
1335:
1329:
1324:
1321:
1318:
1317:3-534-02008-1
1314:
1310:
1306:
1303:
1302:3-7815-0737-8
1299:
1295:
1289:
1284:
1281:
1278:
1274:
1273:Theodor Litt.
1270:
1267:
1266:3-7815-0503-0
1263:
1259:
1255:
1252:
1251:3-7892-9876-X
1248:
1244:
1242:
1236:
1230:
1225:
1221:
1215:
1210:
1207:
1204:
1198:
1197:
1192:
1187:
1185:MĂŒnster 1970.
1184:
1183:Theodor Litt.
1180:
1177:
1173:
1170:
1166:
1162:
1158:
1154:
1150:
1146:
1142:
1138:
1134:
1131:Julia Kurig:
1130:
1127:
1126:3-589-20791-4
1123:
1119:
1115:
1112:
1108:
1107:Theodor Litt.
1104:
1101:
1100:3-7815-1254-1
1097:
1093:
1089:
1086:
1083:
1082:3-416-00729-8
1079:
1075:
1071:
1068:
1064:
1060:
1057:
1053:
1050:
1049:3-7815-0192-2
1046:
1042:
1038:
1035:
1034:3-431-02202-2
1031:
1027:
1023:
1019:
1015:
1014:
1010:
1005:
1001:
997:
993:
989:
986:
983:
979:
976:
973:
969:
966:
963:
961:
955:
951:
948:
945:
941:
938:
937:
933:
928:
925:
922:
919:
916:
913:
910:
907:
904:
901:
898:
895:
892:
889:
886:
883:
880:
877:
874:
871:
868:
865:
862:
859:
857:Hamburg 1949.
856:
853:
850:
847:
844:
841:
838:
835:
832:
829:
826:
823:
821:Leipzig 1941.
820:
817:
814:
813:3-931922-55-3
810:
806:
805:3-926049-15-4
802:
798:
794:
790:
787:
785:Leipzig 1938.
784:
781:
778:
775:
773:Leipzig 1930.
772:
769:
766:
763:
760:
757:
754:
751:
748:
745:
742:
739:
736:
732:
729:
726:
722:
719:
718:
714:
709:
704:
701:
698:
695:
692:
689:
685:
684:
680:
678:
671:
669:
662:
657:
655:
648:
646:
643:
637:
632:
624:
622:
615:
613:
606:
604:
601:
597:
588:
586:
584:
580:
571:
569:
562:
557:
555:
553:
549:
540:
533:
528:
526:
518:
516:
509:
507:
504:
499:
495:
487:
485:
482:
473:
471:
469:
465:
461:
457:
453:
449:
443:
441:
436:
432:
428:
424:
420:
415:
412:
406:
401:
397:
396:Erich Weniger
393:
389:
381:
376:
374:
372:
369:Litt died in
367:
365:
361:
357:
351:
346:
342:
338:
334:
329:
327:
323:
319:
315:
311:
307:
303:
299:
295:
290:
288:
284:
280:
276:
272:
267:
265:
260:
256:
251:
248:
247:
242:
238:
233:
231:
227:
223:
219:
215:
211:
207:
203:
198:
194:
189:
185:
181:
177:
171:
166:
160:
155:
152:
148:
142:
137:
131:
126:
122:
114:
112:
110:
106:
102:
98:
94:
90:
86:
80:
75:
71:
65:
60:
56:
52:
48:
44:
40:
36:
31:
29:
25:
21:
1913:Theodor Litt
1900:
1891:
1886:
1854:
1849:
1842:
1837:
1821:PDF; 34,2 MB
1808:
1804:
1795:. Retrieved
1791:the original
1761:
1742:
1738:
1733:
1723:
1718:
1714:Werner Flach
1663:p. 120.
1660:
1656:
1651:p. 119,
1648:
1644:
1636:
1632:
1624:
1620:
1612:
1597:
1578:
1572:
1560:. Retrieved
1550:
1538:. Retrieved
1528:
1516:. Retrieved
1506:
1498:
1493:
1487:
1471:
1467:
1463:
1426:
1418:
1410:
1405:
1397:
1392:
1369:
1355:
1340:
1333:
1308:
1293:
1283:Albert Reble
1276:
1272:
1257:
1238:
1234:
1201:; (
1194:
1182:
1175:
1140:
1136:
1132:
1117:
1113:Munich 1979.
1110:
1106:
1091:
1088:Hans Glöckel
1073:
1066:
1062:
1055:
1040:
1025:
1021:
1017:
995:
991:
987:
981:
977:
971:
967:
957:
953:
949:
943:
939:
926:
920:
914:
908:
902:
896:
890:
884:
878:
872:
869:Bremen 1950.
866:
863:Munich 1950.
860:
854:
851:Munich 1948.
848:
845:Munich 1948.
842:
839:Munich 1948.
836:
830:
824:
818:
788:
782:
776:
770:
764:
758:
752:
746:
740:
734:
730:
724:
720:
675:
666:
652:
628:
619:
610:
592:
582:
578:
575:
566:
551:
545:
538:
530:
522:
513:
491:
477:
459:
451:
444:
434:
419:Georg Simmel
416:
410:
385:
368:
330:
325:
317:
313:
309:
297:
291:
262:
261:antisemitic
254:
252:
244:
236:
234:
218:Georg Simmel
205:
199:
180:dissertation
125:Hermann Litt
118:
32:
20:Theodor Litt
19:
18:
2040:1962 deaths
2035:1880 births
1880:race theory
1830: [
1605: [
1456: [
1431: [
1326: [
1286: [
1227: [
1212: [
1169:PDF; 4,2 MB
1143:Volume 20,
1076:Bonn 1971,
634: [
494:human being
403: [
388:dialectical
348: [
283:Herman Nohl
191: [
168: [
157: [
139: [
128: [
77: [
62: [
1974:Categories
1940:Philosophy
1887:LittstraĂe
1797:30 January
1745:4 (2005),
1562:29 January
1540:29 January
1518:29 January
1423:Ernst Klee
1384:References
887:Bonn 1955.
600:Diesterweg
596:Pestalozzi
548:work world
431:Jonas Cohn
121:DĂŒsseldorf
1952:Education
1817:0947-1049
1769:1439-1805
1756:First in
1751:0946-3879
1724:iablis.de
1695:catalogue
1378:1439-1805
1149:0946-3879
1004:455347247
797:57463567X
546:Science,
503:education
343:, of the
250:in 1937.
184:Kreuznach
1873:and the
535:â
440:antinomy
433:'s book
362:and the
354:and the
339:and the
119:Born in
109:pedagogy
43:Cassirer
1964:Germany
1926:Portals
1843:kobv.de
1701:in the
1691:in the
1000:DNB-IDN
793:DNB-IDN
681:Honours
178:with a
35:Dilthey
24:culture
1815:
1775:
1767:
1749:
1585:
1478:
1443:
1376:
1362:
1347:
1315:
1300:
1264:
1249:
1155:
1147:
1124:
1098:
1080:
1047:
1032:
1002:
934:Essays
811:
803:
795:
702:(1958)
498:psyche
335:, the
202:Trauma
39:Simmel
1834:]
1609:]
1460:]
1435:]
1330:]
1290:]
1231:]
1216:]
638:]
525:Hegel
407:]
352:]
195:]
172:]
161:]
143:]
132:]
81:]
66:]
1865:and
1813:ISSN
1799:2021
1773:ISBN
1765:ISSN
1747:ISSN
1583:ISBN
1564:2021
1542:2021
1520:2021
1476:ISBN
1441:ISBN
1374:ISSN
1360:ISBN
1345:ISBN
1313:ISBN
1298:ISBN
1262:ISBN
1247:ISBN
1153:ISBN
1145:ISSN
1122:ISBN
1096:ISBN
1078:ISBN
1045:ISBN
1030:ISBN
809:ISBN
807:and
801:ISBN
710:Work
425:and
371:Bonn
273:and
216:and
115:Life
49:and
41:and
26:and
1899:In
1853:In
1803:In
1722:In
1161:urn
1135:In
1065:In
990:In
980:In
970:In
952:In
942:In
598:or
312:or
1976::
1832:de
1731::
1716::
1668:^
1611::
1607:de
1462::
1458:de
1433:de
1425::
1332::
1328:de
1292::
1288:de
1233::
1229:de
1222:,
1218:,
1214:de
1193:,
1171:).
1090::
636:de
421:,
405:de
366:.
350:de
212:,
193:de
170:de
159:de
141:de
130:de
111:.
79:de
64:de
37:,
1928::
1823:)
1801:.
1591:.
1566:.
1544:.
1522:.
1470:(
1366:.
1351:.
1319:.
1304:.
1268:.
1253:.
1243:.
1237:(
1205:)
1167:(
1163::
1139:(
1128:.
1102:.
1084:.
1051:.
1024:(
994:(
956:(
815:.
727:.
458:(
450:(
266:,
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.