An analysis of several debates on the issue around the military service and the obligatory military training for young men gives another context in which education was presented as a powerful tool, but was not a standard educational system. The discourse that is reconstructed in this research thus on the one hand represents the majority of the Dutch society and therefore comes very close to a reflection of the general Zeitgeist of the Dutch population at the turning of the century. Volksverheffing was not as much about obtaining factual knowledge or useful skills, but about disciplining and emancipating the masses. However, as the next parliamentary year would bring the final School Act that would equalise special and public schools, his quote can in all likelihood be seen as a concluding and wishful sigh for unity. Review of Educational Research, Vol.
It is therefore for that reason, that the aforementioned contributions to the historiography of parliamentary history and in particular the history of education were possible: Within the political climate of this period, the liberal movement still was an important political player, although its influence was decreasing. In my understanding of the available literature the so-called conflict merely took place on theoretical political level and not in the Dutch society; thereby have more characteristics of a debate than a struggle or conflict. Society and community life could provide the lessons essential to the intellectual elevation of the population as well and could function as schools. But the state is involved in this context as well, and it has its own interests in education.
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What is interesting in this context is that there was no mention of educational systems and schools. In short, one could say that this research has showed how parliamentary minutes can be used as primary sources within the history of education. Hanneke Hoekstra, Het hart van de natie.
It should function as an instrument of upbringing. Dodde, Het Nederlandse onderwijs veandert Muidenberg, One more examples that demonstrate the importance of this disciplining for national benefit in the liberal perspective is interesting because it makes a link between education and criminality, just as Dolk would do two years later.
However, the methodology to use the Handelingen for a merely semantic research, and not for an investigation into socio-political implications, is still young. When this research is executed over a substantial amount of sources and within time limit, it is possible to reconstruct the sematic discourse in the given context.
Den Hertog did not literally say that education as a whole would suffer because the teacher would have to bring inleidkng the undisciplined children from scratch and by himself, but it is clear that he hinted on it to say the least.
Both historians and their methodologies in this peculiar case would profit from tjesis digitalisation of the Handelingen, since they both could use the search engine on the website that gives them easy access to the content of the archive.
In case of the former, they would transfer from being fighters for individual peace and liberty into being the advocates of discipline and momentum. One of the liberal arguments in favour of a constitutional extension of inleidig right to vote and to be elected that was brought up was that this constitutional revision could bring a change to educate the population.
In the eyes of the Dutch liberals, not only the voting ballot was a form of education; so was military training, and it was highly suitable for morally disciplining the masses.
Inleiding tot de klinische seksuologie
This quotation is significant for several reasons. Unther the sign of liberalism. Then, praise will come to our education and it will be well-known that a small country can be great in its deeds.
The convertibility however only worked one way, thereby preventing the two words to become synonyms. Parliamentary history however is not the only field that this thesis contributed to. This general conclusion, based on the reconstruction of the semantic discourse of the liberal political movement, therefore is an addition to what has been written about the burgerlijke moral in the Netherlands at the end of the nineteenth century and the beginning of the twentieth century.
Een politieke geschiedenis van Nederland Amsterdam, Aerts, Remieg, Het aanzien van de politiek. In all contexts, one single other word appeared to most be important.
Thus, up untilthree liberal parties would take seat in the House of Representatives. Keeping the ideological background of the liberal movement in mind, this observation is not an unexpected one. David Cannadine en Simon Prince, Rituals of royalty. Schaalvergroting en integratie sinds Nijmegen, Knoers, A. Morele verontwaardiging en politieke verandering in Nederland Amsterdam, International Journal of the History of Education, Vol. Although Tydeman does not mention the process of education, it is clear that he grants great importance to the process of upbringing.
His proposition, by the means of a complex set of digital methods, is to go beyond books and documents and to create webs of information based on the content and context of the books and document.
In parliament, the goal of this modern educational direction was as clear to the liberals as the national future they foresaw. Van Gilse, Karnebeek and Den Hertog only mentioned the second phase of the process, but do not directly mention the situation in which parental upbringing truly fails.
It is not only possible to extract from the engine a list of juleuven the Handelingen that mention kulueven given keyword; within the document one can conduct searches for the keyword so that they are highlighted. It could also be a motivation in itself, a stimulus to improve the quality of the contemporary educational systems.
As has been mentioned above, the liberals transferred several of their oldest khleuven into politics. In the same discussion on obligatory school attendance, Jan van Gilse, member of the Free-Democratic Club, also clarified that it is the concern of the state to engage themselves with one of the most important functions of education: