This article examines the relevance of Brecht’s ideas about theater and pedagogy for the contemporary university, suggesting that a Brechtian approach has the potential to liberate the way that we think about university education and the role of teachers, students, and administrators.Rather than accepting the world as static and given, a Brechtian approach to pedagogy can encourage and develop an active, student-centered approach.It can help to encourage students to create and take charge of their own meaning-making activities.Just as Brechtian theater insists on revolutionary change and invites audience participation, so, too, a Brechtian approach to pedagogy invites student participation and activity, turning over much of the responsibility for meaning-making to those who are seeking an education.This would constitute a revolutionary new way of looking at university education.

The years 1918–1933 were a time of such rapid and far-reaching change in Brecht’s life and artistic development that the period defies definition as a single “context.” His writings in these years were embedded in a multidimensional matrix of factors (social, intellectual, cultural, theatrical), at times complementary, at others pulling in contrary directions, some bearing the imprint of earlier experiences (particularly World War I), while others adumbrate developments that would unfold more fully in the following decades (the economic crisis of the late 1920s and the accompanying radicalization of German politics). The youthful “spirit of contradiction” that he hoped never to lose was fully in evidence in all Brecht’s efforts to master the multiple challenges facing him and his generation as it emerged from the war, with an intense hunger for life and eagerness to put its own stamp on an evolving and expanding world. In these efforts, which produced the first forms of epic theater and the Verfremdungseffekt, Brecht drew on an exceptionally diverse range of resources, including the Bible and Nietzsche, expressionism and new sobriety, Shakespeare and Shaw, Karl Valentin and Karl Marx, Georg Kaiser and Charlie Chaplin, film and circus, boxing matches and fairground entertainments.

This essay introduces Brecht’s oft-neglected interviews. First, it reviews efforts to incorporate these interviews in (or exclude them from) his body of work, before outlining Brecht’s own interest in the form as a both a source of material and a platform for his views. At the center of the article is an examination of Brecht’s interview with Die literarische Welt in 1926. Archival material is used to illuminate the process of construction behind the conversation, which contains Brecht’s first discussion of epic theater. Finally, the article sketches two key influences on the development of his interviews: his embrace of radio as a new medium and his commitment to Marxist media tactics.