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Masterarbeit aus dem Jahr 2008 im Fachbereich Gesch. Europa - Deutschland - I. Weltkrieg, Weimarer Republik, Note: 1,0, Europa-Universität Viadrina Frankfurt (Oder), Sprache: Deutsch, Abstract: This paper is a study of the formation and development of the DeutschesHygiene-Museum in Dresden. It tells the history of the Museum ranging from 1900to 1931. Its main objective is to point out essential stages in the development ofthe institution and identify important persons as well as essential cultural trendswhich influenced the museum. Furthermore ideas concerning the human as a beingwhich structured the hygienic teachings of the museum and its predecessors areexamined. Considering this the methodical approach is a dual one. On the one handa chronological overview is given and important cultural developments are treatedin short digressions. On the other hand relevant original sources are analysed.The genesis of the DHMD is divided into two major periods. In the firstphase Karl August Lingner had a strong influence. This was until about 1912. Thesecond phase covers the development of the institution after this time 1931.In the first part of the paper the importance of the Hygiene discourse isdiscussed, as well as the development of the city of Dresden. Finally the analysis ofLingners social engagements serves as a key towards the understanding of thehygienic developments in Dresden. The institution haddeveloped to be a hybrid ensemble of very different parts ranging from exhibitions,to academy, to the profit-oriented production of educational materials. Themuseum conveyed its messages by using the most sophisticated methods ofcommunication available in the 1920s. It was the protagonist of a very rational,science-based and body-focussed view of the modern human. Thus it was a reactionto the instability brought by the modern constantly changing industrialised way ofliving. Five main ideas were identified which structured the hygienic education ofthe museum. 1. Given the difficult social, political and partly economic time, it isnecessary to devise means for a human economy. 2. The human body is seenanalogue to a well constructed machine. 3. Furthermore the body can be seen assimilar to human society. Thus it is deduced that each individual needs tocontribute towards the health of the Volkskörper (folk body). 4. In order to achievean effective and adequate health care the individual must be hygienically educatedbecause a knowledge deficit exists. The basis must be to inform about humananatomy and physiology. 5. The hygienic education must take into account itsrecipient and must strive to convey its contents vividly.