chairman of the Philosophy and Education department in Heidelberg until the end of World War II. In 1944 he became one of several leaders of the National Socialist teachers' union. After the Third Reich After the end of World War II, he was dismissed from the University and detained by US occupying forces. He died on March 19, 1947 in an internment camp located in Moosburg an der Isar. The Heidelberg University Archives has received estate items belonging to Ernst Krieck and his daughter, Ilse Krieck. This inheritance includes photo albums, single frame pictures, a bust, correspondence, and five gramophone records that play a speech given by Krieck in 1933. Work "Philosophy of Education" Perhaps Krieck's most important work was Philosophy of Education (1922). Krieck's ideas about education, which he describes in this book, were very unusual at the time. He intended to break up the "planned influence of elders on youth [...]". The decisive factor in "proper" education was the way in which children grew up in social communities. It is more than planned education and is therefore "functional". Because it is always carried out where certain forms of community life have an effect on the child and shape it, it stands in contrast to the "intentional" approach of schools and parents. With this theory, he turned against the generally accepted ideas of the 1920s that education had to take place rationally in school and university. He designed a three-layer model in which "functional" education should take place: "The lowest layer of educational factors consists of the unconscious effects, bonds and relationships from person to person. They form the subsoil of community life, the most immediate and strongest bond in the organic structure [...]." The second layer is at the level of conscious social action, for example in the family or at the workplace. Krieck wrote: "[...] educational effects emanate from every interaction on the participants, even if these effects are neither intended nor even become conscious. In it, people become mutually educating forces. [...] When two people take part in a business or in a work, they constantly have an educative effect on each other through agreement or opposition." Simplified, the principle of "all educate all" can be derived from this. Only in the third layer does a rationally organised education take place, which is based on concrete intentions, methods and purposes. All three layers are of equal