Seit 1957 waren in Deutschland mehr als hundert Reaktoren für Forschungszwecke und zur Energieerzeugung in Betrieb. Bis Ende 2022 werden die letzten abgeschaltet (vgl. ). Das Atomzeitalter endet aber nicht mit dem Ausstieg Deutschlands aus der Nutzung seiner eigenen Kraftwerke – nicht nur wegen der grenzüberschreitenden Wirkung der Radioaktivität und der Problematik, verbrauchte Uranbrennstäbe über Jahrhunderte sicher zu lagern, sondern auch weil die Atomenergie in vielen Teilen der Welt zurzeit wieder an Akzeptanz gewinnt. Sie stellt einen möglichen Ausweg aus dem Dilemma dar, dem stetig steigenden Energiebedarf von Industrie und Bevölkerung nachzukommen und gleichzeitig die Kohlendioxidkonzentration in der Atmosphäre zu drosseln, um den Klimawandel abzuschwächen. Dass dieses Dilemma zu Energieengpässen führen kann, zeigte sich kürzlich in China, wo im September 2021 in einigen Regionen die Stromversorgung vorübergehend ausfiel (vgl. ; ; ). Die doppelte Herausforderung, steigenden Energiekonsum mit Bemühungen um eine Kohlendioxidreduktion verbinden zu müssen, hat zur Folge, dass neben den Vorstößen zur Energiewende auf Basis von Solar- und Windkraft heute in den aufstrebenden Industriestaaten neue Uranreaktoren gebaut werden und sich auch in Westeuropa wieder Stimmen Gehör verschaffen, die den Ausbau der Atomindustrie fordern (vgl. ; ).
Gleichzeitig wird kräftig in die Entwicklung der Kernfusion investiert. Die aus der Forschung abgeleitete visionäre Zukunftstechnologie soll sowohl die „net-zero-emission“ garantieren als auch sicherer sein als die Uranspaltung. Da letztere ungelöste Probleme hervorrief, verlagerte sich die Hoffnung auf die Kernfusion als der jüngeren Variante der Atomforschung, für die das notwendige Grundlagenwissen zwar vorhanden ist, der technische Durchbruch aber noch aussteht. Die Entwicklung der Kernfusion ist übergeordnetes Ziel des International Thermonuclear Experimental Reactors (ITER) in Frankreich, eines sich im Bau befindlichen globalen Megaprojekts (vgl. ; ).
Das milliardenschwere Vorhaben, die Kernfusion als Energieressource nutzbar zu machen, entspringt erstens einer optimistischen Erwartungshaltung gegenüber dem künftigen Nutzen der Anwendungsforschung, braucht zweitens eine gut koordinierte Zusammenarbeit und benötigt drittens viele Spezialist:innen. Der vorliegende Beitrag entwickelt die These, dass sich das Zusammenspiel dieser drei Faktoren – Optimismus, Kollaboration, Expertisebedarf – auf das Bildungswesen auswirken kann, weil die Nachfrage nach passenden Qualifikationen steigt. Am Beispiel der Etablierung der Atomforschung in der BRD und in der DDR in der zweiten Hälfte der 1950er-Jahre wird verdeutlicht, dass die Forschungsförderung Reformen der technischen Bildung nach sich zog. Die historische Rückschau soll den Blick schärfen für die bildungspolitische Dimension der aktuellen Transformation. Darüber hinaus zeigt der Beitrag, dass die „geteilte Geschichte“ Deutschlands in eine international „verschränkte Geschichte“ eingebettet war, weshalb die deutsch-deutsche Nukleargeschichte auch eine Auseinandersetzung mit theoretischen Bezugspunkten erlaubt.
1. Optimismus: Atomeuphorie als Grundlage von politischer Steuerung
Nach dem Zweiten Weltkrieg unterlagen die deutschen Besatzungszonen Restriktionen, die jegliche anwendungsbezogene Atomforschung verboten. Das Jahr 1955 markierte in zweifacher Hinsicht einen Wendepunkt. Erstens wurden die Souveränität der BRD und der DDR hergestellt und die Forschungsrestriktionen aufgehoben. Zweitens erklärten sich Regierungen weltweit bereit, im Rahmen des UN-Programms „Atome für den Frieden“ (vgl. ) Wissen mit anderen Nationen zu teilen und durch Technologiespenden den Ausbau des Atomenergiesektors international zu unterstützen. Sowohl die USA als auch die UdSSR trieben das Programm voran, denn sie setzten „Atome für den Frieden“ strategisch als Wirtschaftshilfe ein, um ihren Vorsprung gegenüber dem feindlichen Block zu vergrößern und neue Verbündete für sich zu gewinnen (vgl. ). Das Machtungleichgewicht und Wissensgefälle zwischen den USA und der BRD förderte im Westen eine ‚koproduzierte Hegemonie‘ (vgl. ; ), während die Kontrolle, die die UdSSR über die DDR ausübte, die Dynamik im Osten prägte.
Getragen von Hoffnungen auf einen wirtschaftlichen Aufschwung mittels einer noch zu entwickelnden Spitzentechnologie wurde die Atomforschung in beiden deutschen Republiken rasch ausgebaut. Diese Entwicklung war von einer kontextspezifischen Aufholrhetorik angetrieben, die auf das zehnjährige Verbot der Anwendungsforschung zurückzuführen ist. Die Forschungsrestriktionen verschärften den Mangel an Wissenschaftler:innen, der mit der ‚Rekrutierung‘ der Forschungselite durch die westlichen Alliierten 1945 bzw. deren ‚Vereinnahmung‘ durch die UdSSR entstanden war (vgl. ; ; ; ; ). Mitte der 1950er-Jahre war die zivile Nutzung der Kernenergie mit Ausnahme der medizinischen Anwendung von Radioisotopen und versuchsweise in Betrieb genommener Schiffsantriebe noch Utopie. Um den Innovationsprozess in Gang zu setzen, wurden Experimentalreaktoren gebaut, und zwar sowohl am 1956 gegründeten Zentralinstitut für Kernphysik in Rossendorf (Ost) als auch am 1956 gegründeten Kernforschungszentrum in Karlsruhe (West).
Abb. 1. Baustelle des Forschungsreaktors FR-2 am Kernforschungszentrum Karlsruhe im Dezember 1958 (QUELLE: Generallandesarchiv Karlsruhe, Bestand 69 KFK, Nr. 259, Fotograf unbekannt) .
Der Übergang von der „spekulativen Phase“ zur realen Atomindustrie erfolgte erst ein Jahrzehnt später (vgl. ). Dennoch setzte die Atomeuphorie schon früh Bildungsreformen in Gang, denn der Erwerb von Kenntnissen sollte auf die erwünschte Gesellschaft von morgen vorbereiten. So geht aus Protokollen der westdeutschen Kultusministerkonferenz von 1958 hervor, dass aus dem Ist-Stand und der Prognose die Schlussfolgerung gezogen wurde, dass dringend Maßnahmen zur Erhöhung des Ausbildungsangebots in den kerntechnisch relevanten Bereichen zu ergreifen seien (vgl. ).
2. Kollaboration: Wissenstransfer trotz und wegen des Kalten Krieges
Viele Kenntnisse der Atomforschung, insbesondere über den Reaktorbetrieb, mussten sich die Deutschen zunächst international beschaffen. Weil vor dem Hintergrund der Systemkonkurrenz geostrategische Interessen mit dem praktisch verwertbaren Wissen über die Kerntechnik verknüpft waren, zirkulierte dieses nicht losgelöst von der Bündnispolitik um den Globus.
Der Anfang der Atomforschung in der BRD ist bezeichnend für ihre Westanbindung, denn sie profitierte von Kursen über Radioisotopen und Reaktoren, die an den US-amerikanischen Forschungszentren in Oak Ridge und Argonne angeboten wurden und zu denen die US-Regierung ab 1955 Gäste aus „befreundeten Nationen“ einlud (vgl. ). 1957 wurden im Haushalt des Bundesministeriums für Atom- und Wasserwirtschaft 3,6 Millionen D-Mark für Ausbildungszwecke bereitgestellt. Ein Drittel entfiel auf Auslandsaufenthalte, unter der Annahme, dass die BRD noch weitgehend auf Unterstützung angewiesen sei (vgl. ). Zwei Jahre später richtete die BRD am Kernforschungszentrum Karlsruhe eine „Schule für Kerntechnik“ ein, die dieselben Kurse anbot wie die genannten US-amerikanischen Forschungszentren. Die Kurse dienten der Spezialisierung von Absolvent:innen naturwissenschaftlicher und technischer Studiengänge. Weil von einem steigenden Bedarf an Fachkräften für die aufstrebende Atomindustrie ausgegangen wurde, wurden an der „Schule für Kerntechnik“ zudem bald Weiterbildungen zum/r Reaktoroperateur:in und zum/r Reaktoringenieur:in eingerichtet. Für erstere war eine abgeschlossene Berufsausbildung erforderlich, für letztere der Abschluss einer Ingenieurschule (vgl. ).
Die Tatsache, dass die „Schule für Kerntechnik“ nicht Teil einer Bildungsinstitution war, sondern einem außeruniversitären Forschungsinstitut angegliedert wurde, ist bemerkenswert, entsprach aber den Entwicklungen in Norwegen, Belgien, der Schweiz und anderen Ländern, die ebenfalls das Kurswesen der USA kopierten. Die westeuropäischen Regierungen begrüßten „Atome für den Frieden“, weil sie Zugang zu Expertise erhielten, die ihnen half, ihre Atomprogramme voranzubringen. Durch bilaterale Abkommen mit den USA bekamen sie außerdem Zugang zu Uranbrennstäben (vgl. ).
Abb. 2. In zahlreichen Ländern war die Atomforschung 1955 noch in den Anfängen. Großbritannien war nach der Sowjetunion das zweite Land der Welt, das über ein Kernkraftwerk verfügte. Die Karte veranschaulicht den hohen Uranabbau in der DDR, der ihr aber nicht zu einem Vorsprung verhalf (QUELLE: Generallandesarchiv Karlsruhe, Bestand 69 KFK, Nr. 1028, „Atom für den Frieden“ (sic!), 10.8.1955, Illustrator unbekannt)
Im geteilten Deutschland führte „Atome für den Frieden“ zu ähnlichen Entwicklungen, die aber an den entgegengesetzten hegemonialen Zentren ausgerichtet waren. Die DDR ‚profitierte‘ von ihrer Zugehörigkeit zum Ostblock. Sie verfügte zwar im Gegensatz zur BRD über beträchtliche eigene Uranvorkommen, die aber aufgrund der besatzungsbedingten ‚Zusammenarbeit‘ der sowjetischen Kernwaffenproduktion und Energiegewinnung zugeführt wurden (vgl. ). „Atome für den Frieden“ verfestigte die Blockkonfrontation und führte zur internationalen Angleichung von Kursinhalten. Dies zeigt sich darin, dass 1955 die UdSSR der DDR ihre Hilfe beim Bau von Atomkraftstationen zusicherte. Das Ausbildungsangebot wurde erhöht, indem an der TU Dresden eine Fakultät für Kerntechnik eingerichtet und Rückkehrer:innen aus der Sowjetunion auf die Lehrstühle berufen wurden. Ebenso wie in der BRD waren Auslandsaufenthalte wichtig für den Import von Wissen, welches hauptsächlich am sowjetischen Forschungszentrum in Dubna erworben wurde. Die Koordination übernahm hier das Amt für Kernforschung und Kerntechnik (vgl. ; ; ).
3. Expertisebedarf: Auf die Forschungsförderung folgte die Reform der Ingenieurbildung
Durch internationale Kontakte eigneten sich deutsche Forscher:innen wichtiges Grundlagenwissen für den Ausbau ihrer nationalen Atomprogramme an. Durch den Reaktorbau stieg aber weniger der Bedarf an akademisch gebildeten Spezialist:innen als vielmehr die Nachfrage nach technischen Fachkräften. Dies zeigte sich darin, dass vor dem Hintergrund von Überlegungen über die industrielle Verwertung von Forschungsresultaten sowohl in der DDR als auch in der BRD Reformen an den Ingenieurschulen – also an der mittleren Qualifikationsstufe – vorgenommen wurden. Auch hier verliefen die Entwicklungen in Ost und West ähnlich, was sich dadurch erklären lässt, dass die Blockkonfrontation wenig an dem im 19. Jahrhundert institutionalisierten Typus der praxisorientierten Ingenieurschule änderte.
In beiden Republiken war die Fortbildung der Lehrkräfte maßgeblich auf die Verbreitung von technischen Kenntnissen angelegt. In der DDR wurde 1956 angeregt, Spezialist:innen für atom- und kernphysikalische Fragen zu Vorlesungen an die pädagogischen Institutionen zu schicken (vgl. ). Im selben Jahr bewilligte das westdeutsche Atomministerium Mittel, um den Lehrkräften der Ingenieurschulen die wichtigsten Grundlagen der Atomphysik und -chemie zu vermitteln (vgl. ; ). Die Karlsruher „Schule für Kerntechnik“ war mit einem Spezialkurs an dieser Maßnahme beteiligt (vgl. ). Solche Kurse waren Bindeglieder für den Transfer von Wissen zwischen der außeruniversitären Forschung und dem formalen öffentlichen Bildungssystem.
Das Ausbildungsangebot wurde erhöht und das Qualifikationssystem systematisch ausgebaut. In der DDR galt das mittlere technische Kader – Ingenieur:innen, Techniker:innen, Laborant:innen, technische Assistent:innen – als unerlässlich für die schnelle Entwicklung der Atomindustrie. Folglich wurden mehr Ausbildungen für sie geschaffen. 1959 wurde an den Ingenieurschulen mit der Heranbildung von Personal für den Betrieb von Kernkraftwerken, für die Strahlenmesstechnik und die Radiochemie begonnen. Nach 1969 nahm die neu gegründete Ingenieurhochschule Zittau eine zentrale Rolle für das Lehrgebiet Kernkraftwerkstechnik und Reaktorphysik ein (vgl. ; ). Auch in der BRD kam es 1969 zu einem Tertiärisierungsschub, als die bestehenden Ingenieurschulen in Fachhochschulen umgewandelt wurden, um besser mit dem ‚wissenschaftlichen Fortschritt‘ Schritt zu halten und diesen in die industrielle Verwertung zu überführen (vgl. ).
4. Folgerungen und offene Fragen
Mitte der 1950er-Jahre begannen die Regierungen der BRD und der DDR unabhängig voneinander die Atomforschung zu fördern und auszubauen. Der Wissensimport mittels Lehrgängen war dafür von grundlegender Bedeutung. Die Kombination von ‚geteilter‘ und ‚verschränkter‘ Geschichte ermöglicht es aufzuzeigen, dass die Entscheidungsprozesse in beiden Republiken ähnlich verliefen. Das „Atome für den Frieden“-Programm veranschaulicht, dass das Beziehungsgeflecht innerhalb der verfeindeten Lager des Kalten Krieges gut entwickelt war. Die Qualität der Beziehungen waren von militärischen und politischen Machtfragen, materiellen Abhängigkeiten und einem Wissens- und Technologievorsprung der UdSSR bzw. der USA geprägt.
Das dreißig Jahre später, Mitte der 1980er-Jahre, von Ost und West gemeinsam beschlossene Programm zur Förderung der Kernfusionstechnologie, das erst 2006 mit steigendem Druck zur Energiewende in den Entschluss zum Bau des ITER mündete, symbolisiert eine neue Stufe der internationalen Kollaboration (vgl. ). Ähnlich wie seine Vorläufer, d.h. die Kernforschungszentren in Oak Ridge, Argonne, Dubna, Karlsruhe oder Rossendorf, konzentriert das ITER Spitzenkräfte. Die Weitergabe von Wissen orientiert sich aber nicht mehr entlang der Trennlinien des Kalten Krieges. Wirtschaftliche Erwägungen und das Energiedilemma gaben den Ausschlag für dieses globale Megaprojekt, eine Entwicklung, die durch den Umstand begünstigt wurde, dass die Atomforschung für die Waffenproduktion ausgereizt ist.
Für spätmoderne Gesellschaften sind Energietechnologien so zentral, dass Auseinandersetzungen über ihre Zukunft unweigerlich politische Entscheidungen prägen (vgl. ). Der Beitrag hat am Beispiel der Wissensdisseminationen nach 1955 dargelegt, dass die in die Nuklearkräfte projizierte Hoffnung eine treibende Kraft war hinter der Forschungsförderung, mit der Bildungsreformen einhergingen. Durch das Zusammenspiel von Optimismus, Kollaboration und Expertisebedarf hatte der Ausbau der Atomforschung Folgen für die technische Bildung, weil neue Fort- und Weiterbildungen geschaffen und die Ingenieurbildung den Anforderungen der Kerntechnik angepasst wurden.
Indem sie solche Mechanismen offenlegen, tragen historische Studien zu einem besseren Verständnis des Atomzeitalters bei – und veranschaulichen darüber hinaus den weitreichenden Einfluss des humankapitalistischen Denkens auf die Bildung. Inwiefern das Zusammenspiel von Optimismus, Kollaboration und Expertisebedarf der spätmodernen wissenschaftsbasierten Technologieentwicklung generell inhärent sind, müssen weitere Untersuchungen beantworten. Desweitern wird sich zeigen, ob und wie das Energiedilemma, das die Kernfusionstechnologie lösen soll, den Bedarf an Fachkräften verändern wird und Bildungsreformen als notwendig erscheinen lässt.
Quellen und Literatur
Zur Zotero Library
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