Assumptions, Expectations and Roles Freud’s influence began in Europe in the early 20th century. Europe, especially in the region of Germany, was changing dramatically. WWI was brewing as a result of Germany’s rise to power at the end of the 19th century. England, France and Russia felt threatened by Germany’s resurgence. At the same time, the Romantic era was coming to an end, and the modern era was fast approaching—an era in which the Old World characteristics were completely rejected. This occurred, for instance, in Russia with the Bolshevik Revolution (Fitzgerald, 2000). The same revolution was threatening to overthrow the German government during the Weimar Republic. The rise of Hitler in Germany was a direct response to the spread of Communist ideals, which were in direct opposition to the old world values that Hitler wanted to restore to Germany follow the country’s defeat in WWI (Paxton, 2005). For all of these reasons, there was a great deal of tension and oppression, suspicion and unease in European society. Progressive ideals were also coming into the fore. In the U.S. women had obtained the right to vote and equality was still a major issue. In short, the political climate, social expectations and roles in society were in dramatic flux. The old world values (duty and place) were giving way to modern values (liberty and equality). Against this background, the ideas of Freud and psychoanalysis began to be felt in all spheres of life.

Men and Women

Family. Men were the traditional bread winners and heads of the family. They went into the world to earn a living for the family. Women stayed home and were domesticated. They raised the children, kept house, and prepared the dinner.

Community. Men led in the community. They chaired organizations and led governments. Women had their own organizations, too—but they were not seen as equals in leadership.

Society. Men and women were viewed as having distinct roles and talents. These were largely in accord with old world customs. However, between the wars, a monumental shift occurred and by the 1940s, women were entering the workforce in droves largely to support the war effort.

Children and Childhood

Family. Children were still viewed as the purpose of family life, according to traditional customs. Men and women married to have and raise children. They were the most important part of family life.

Community. Children were expected to mind their elders and do as they were told. This meant in some cases going to school and in other cases working to support the family. The pre- and post-war years were hard for everyone, especially in Germany, so children were expected to pitch in however they could.

Society. The role of the child in society was to study and work hard and prepare to be an adult. Society expected children to be well-behaved. Children also had their own organizations, led by adults during...

For the family, recreation was important. This was before the time of television, so recreation focused on outings or on having friends over to the house. Reading and music along with sport were the main forms of recreation for the family.
Community. Community theaters existed along with community orchestras for individuals who wanted to recreate by acting or making music. There were dances and other forms of recreation as well. Recreating as a community gave people a sense of play and community.

Society. Play and recreation were somewhat corrupted in terms of concepts during the Weimar Republic, as Berlin became vice capital of the world in Germany. Cabarets cropped up everywhere and as the nation went into hyperinflation, despair set in and immorality rose (Goebbels, 1928; Gordon, 2006). The Third Reich attempted to reform the morals of the nation by re-instituting the concept of community recreation and the importance of sport.

Education

Family. Education was important for the family but not always possible between the wars. Prior to WWI, it was more likely to be had—but immediately after, less so. Not until the rise of the Third Reich was it again possible to any degree.

Community. Education was important for the community. Schools and colleges were esteemed and sought after. Workers were either expected to be apprenticed or to have a formal education to advance to higher levels of society.

Society. Education played a role in various fields, such as engineering, science, economics and so on. In order to gain a position in these fields, one needed to be educated. No country could excel without a focus on education—and that is what Germany did.

Inclusion

Family. Germany at this time was somewhat inclusive of all families. Jews were still primarily restricted to the ghetto, but they had also risen in some circles during the Weimar Republic.

Community. The community overall embraced everyone prior to the rise of the Third Reich in 1933. The community assumed that every family had a place and role in society (Paxton, 2006).

Society. Once Hitler came to power, inclusion was ended. Politics and social issues were enough to see certain people and families cast out of their positions in society.

Role of the State

Family. For the family, the state was like the father figure. It guided families. During the Weimar Republic, the state was not a very good father. The Third Reich tried to amend the situation, but war resulted.

Community. The state shaped the community by issuing standards and guidelines. The Weimar Republic let the communities of Germany go to seed. The Third Reich attempted to put them back to work and be industrious.

Society. The state was viewed as the…