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Within the polarised political culture of the 1970s, in which political differences were emphasised instead of being played down, Dutch right-wing politicians frequently accused left-wing politicians and educators of indoctrination in educational settings. In this period of economic stagnation and an ongoing Cold War, peace education -- which was vulnerable to accusations of indoctrination -- became an optional part of the secondary school curriculum. This article addresses the aims and strategies of the Working Group for Peace Education in implementing the peace education curriculum and relates it to politics, place and pedagogy. The study centres on the content, intentions, and methods of the Working Group's curriculum, especially with regard to topics relating to the Vietnam War and nuclear weapons. The results suggest that the members of the Working Group for Peace Education aspired to educate young people to become citizens who would be actively engaged in global problems. Sensitivity to possible accusations of indoctrination led the Working Group to present these ideals with caution.

Some years after the world-wide crisis starting in 2008, also many recently graduated Dutch academics were confronted with the problem of how to cope with getting a job. This article focuses on the coping strategies they use when searching after a job, spending the day, and coping with limited financial means. 91 graduated academics completed a survey and twelve more were interviewed. They exposed remarkable resilience in coping with their situation by using emotional and problem oriented coping strategies. Emotional oriented coping strategies resulted in the graduates being able to put their situation of being without a regular job into perspective, structuring their days rather easily, and being pleased with how they did it. Their problem-oriented coping strategies showed willingness to look for a job outside their field of study and below an academic level. Some respondents were willing to do unpaid work to get enrolled in the job market. The rather constructive way of coping can be explained partly by their relatively favourable financial position, mostly due to their temporary or side jobs, which also gave them a way to spend their days. Thus, the recently graduated academic job seekers perceived their economic situation in a rather positive way. Whether this was influenced by their level of education should be an important subject for more research.

Teaching the regulation of emotions to support parents in educating their children to come of age properly was part of a missionary movement in late sixteenth- and seventeenth-century Europe. This movement was inspired by the belief in the power of education from the northern European Renaissance and by the emphasis on catechism by the Reformation. Its mission resulted in an impressive and varied supply of (emblem) books on family and child-rearing advice. This article focuses on the embodiment of the teaching of the regulation of emotions represented in emblems that use the combined power of images and text. Based on a framework resulting from an analysis of the discourse on the classification and the regulation of emotions in early modern Europe, a sample of seventeenth-century emblems from one of the most popular books of the Dutch seventeenth-century republic, "Mirror of the Ancient and Modern Time" by Jacob Cats, was analysed by looking at the embodiment of teaching in relationship to the emblem's text. Most emotions named by philosophers and theologians in the sixteenth and seventeenth centuries were also expressed in those emblems. The emblems carry the message that behavioural mistakes belong to the phase of youth. Teaching children to control their emotions could be done through fun. One of the most popular books in seventeenth-century Holland, many people, both Protestants and Roman Catholics, bought and read Cats' work, evidence for the conclusion that a majority of Dutch burghers shared the messages in the emblems.

Essential Economics, the influential economics education textbook written by Arnold Heertje for use in Dutch secondary schools in the 1970s, was characterized by a previously unknown and internationally exceptional degree of abstraction. Its users justified this degree of abstraction by arguing that it fulfilled the needs of mental schooling (in line with the formal education argument upheld by defenders of humanism) and that it would enhance the rigorous status of the new type of school known as athenaeum A. In the 1970s, this economics education design was criticized by Herman Hartkamp, who strove to ground economics education on pupil-centered and social meliorist principles. By explaining this struggle and its outcome, this article exposes the various educational ideologies found in textbooks in the segmented Dutch school system.

Dutch comprehensive education eventually failed on a political level, despite support from many politicians, labour unions and branches in the educational practice. In the early 1970s denominational political parties strove for a Middle School to provide equal opportunities of all children by postponing school choice. From 1973 onwards, however, the Middle School was given a socialist appeal, which led to strong critique from both the right-wing Liberal Party and teachers in higher secondary education united in The Dutch Association of Teachers. By resisting, the right-wing Liberals struck a chord with the denominational parties over their fear of indoctrination and the threatening of the constitutional freedom of education. The many proponents, including those from the field of education, tried to influence the political debate by publishing their ideas on the Middle School, but their efforts were to no avail. The outcome, therefore, was that in 1993 there were to be no Middle Schools, only the realisation of a common curriculum for the first phase of secondary education.

In the Netherlands, crossing borders to study comprehensive schools was an important strategy in the 1970s, a decisive period for the start and the end of the innovation. According to policy-borrowing theory, actors that engage in debating educational issues are framing foreign examples of comprehensive schooling to convince their audiences. Framing therefore became the leading concept behind our study of the intellectual debate, examined through the leading Dutch scientific journal "Pedagogische Studiën" (Educational Studies), and the public debate, examined through recordings of television programmes. Assuming that those debates were influential in the political middle school process, our analyses show that foreign examples indeed functioned as a framing device in the form of legitimisation, glorification, sensationalisation and caution. However, the impact of framing differed. In the phase of cross-national attraction, the reform-minded perspective in the scholarly debate had a stimulating effect on the development of the plans, but little influence on the governmental decision-making process. This contrasts with the frames that were brought forward by television programmes. Although the negative frames, such as "a factory-made sausage", were rejected by the programmes, such frames could linger in people's minds as a means to interpret ideas about middle schools. At the end of the 1970s, the middle school was reduced to a minor feature of educational policy and, eventually, the middle school experiments were brought to a close. As a result, the foreign solution of introducing comprehensive education was never transferred to the Netherlands.

This article focuses on how Dutch newspapers represented the debate in the Netherlands in the 1970s on comprehensive education and thus influenced the Dutch Middle School experiment. Wiborg's identification of key factors of success in Scandinavia was used as a point of reference. The article shows that these key factors did not exist in the Netherlands because of the polarisation of liberals and social democrats. Furthermore, the article shows how newspapers played different roles, varying from disseminators of new ideas to sparking debate and from communicators of political views to a barometer, consequently influencing the political strategies chosen.

One of the most popular Dutch educational enlightenment authors was Hieronymus van Alphen. His three volumes of "Little Poems for Children" published in 1778 and 1782 were extremely successful, both in the Netherlands and abroad. Inspired by the German poets Christian Felix Weisse and Gottlob Wilhelm Burmann, Van Alphen brought about an expansion of educational space based on the integration of moral education in the spirit of the educational ideas of Locke, Rousseau and the Philanthropinists with poetical ideas and the nature of the child in both the content and the form of his poems. His poems were translated almost immediately into English, French and, surprisingly, as many of his poems were more or less adaptations of poems by Weisse and Burmann, into German too. Van Alphen's trump card was a reversal of former strategies of education: instead of pressing moral ideas upon the children from an adult point of view, he aimed at identification by (1) writing from the perspective of children, (2) situating the poems in the world of experience of children, (3) using a childlike style with a frolicking metre, rhyme scheme and prosody, and (4) combining text and images, so putting the moral message across visually and textually at the same time. In this paper, we follow the journey of poems for children as media for the cultural transmission of moral educational ideas from Germany to the Netherlands from the perspective of cultural transmission, moral literacy and educational space. We conclude that Van Alphen, with the combined power of text and image, successfully adopted and adapted former educational strategies, such as the moral poetics developed by his German predecessors Christian Felix Weisse and Gottlob Wilhelm Burmann. Taking their strategies on a poetic journey from Germany to the Netherlands, he not only transferred them, but transformed them as well. Van Alphen did so in a specific Dutch utilitarian way. His poems could be read for fun but were intended for learning. They were useful and entertaining at the same time, because he took the life and living environment of children into account, and particularly accounted for the concept of development as a distinguishing characteristic of the specific nature of the child with which child readers could identify.

This article looks at the impact of Philippe Aries's classic "L'Enfant et la vie familiale sous l'ancien regime", published in 1960. His well-known idea of the emergence of "Le sentiment de l'enfance" caused a lively debate among historians and social scientists resulting in fundamental contributions to our knowledge about the early phase of the life cycle and about family life in former times. Moreover, Aries introduced a new and innovative use of sources and put new topics on the scientific agenda that would dominate the agenda of the history of education and childhood for many years. Aries's book perfectly satisfied both the scientific need for historicising the social sciences and the societal need considering the family, childhood, youth, and the relationship between the sexes, as historical instead of structural or even natural phenomena. With conceiving, as Aries did, the history of the family and of childhood and youth as a story of continuity and change, it became possible to contemplate about making the family more egalitarian, the relationship between children and parents, and between pupils and schoolmasters more communicative, and intersexual relations more based on autonomy. So, Aries, the "anarchist of the right", became the hero of modernisation.

In the first half of nineteenth-century Europe, the founding fathers of the philanthropic network developed a specific network for the care of children at risk. This network eventually resulted in institutionalized solutions for the care of these children. In this article, three topics are looked at: the meaning of the general concept of networks for this specific network; the building up of the network; and, finally, the working of the network at close quarters. It is concluded that the members of this network worked on the basis of reciprocal activities, were organized in an informal and horizontal way, knew each other very well and were regular philanthropic tourists across the frontiers of their respective countries. (Contains 40 footnotes.)

Examines the conflicting approaches, legal, medical, and educational, to the treatment of deprived and retarded children in the Netherlands around 1900. Although initially in competition, the educational and medical fields soon began a cooperative relationship defined by symbiotic philosophies and institutions. Discusses the development of pedagogical pathology. (MJP)

Examines nineteenth-century psychiatric institutions in the Netherlands, focusing on institutions for difficult and neglected children. Considers these areas: (1) background and character of committals; (2) scientific, professional, legal, and financial contexts; and (3) the scope and course of reformatory schooling and healing. (DB)

Examines institutionalization and marginalization in the context of the history of education. Contends marginality is a fluctuating concept. Introduces the concept of an intermediary zone between marginality and normal life defined as the area of fragile existence. Argues that studying the history of marginality can help researchers investigate normal behavior. (DB)

For the study of the restraining of children's behaviour and emotions in Early Modern Europe, genre paintings, drawings, and emblems, thus images, were used as sources. They seem to be manifestations of an educational discourse of Early Modern Europe that was deeply influenced by Humanism, Renaissance, and the Reformation. This discourse emphasizes that children should be educated into emotionally balanced adults so that they could behave according to the virtues. Apart from analysing the selected images, the article addresses the methodological issue of the interpretation of images and the epistemological question of how the concept of representation could clarify the relationship between sources and reality. The analysis of the images, including a drawing by Rembrandt and a painting by Jan Steen, confirms that notwithstanding fundamental religious differences there was almost unanimity of stimulating the Renaissance ideal of adults with a balanced personality by teaching parents to regulate children's behaviour and emotions. Genre paintings, drawings and emblems could gave insight in this missionary educational movement, this notwithstanding the main differences - in style and in public - between the sources used. Although the case of the Dutch Republic in the Golden Age was specific in many ways, it also seems to be a manifestation of a transnational European phenomenon. The emblem book Mirror, produced for a Dutch readership, has an international scope by using proverbs from and in many languages and cultures, and by extensively referring to texts from the Bible and from Ancient Greece and Rome, so providing its Dutch readership with a European moral and educational discourse. The European dimension was also caused by the great transnational influence of Renaissance, Humanism and Reformation on the educational discourse, with Erasmus of Rotterdam as one of the most important contributors. [ABSTRACT FROM AUTHOR]

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This article discusses the status of children's rights in the 20th century which is dubbed as the Century of the Child, with reference to the book Century of the Child, by Ellen Key. First, in section 2, Ellen Key's Century of the Child will be examined and it will be argued that her book was less focused on the interest of the child, as is generally believed, as well as on the pursuit of progress. Then, in section 3, it will be argued that another process, namely disenchantment of the child, was also influential in the Century of the Child. With child and education seem to happen what already from the 16th century did happen with science and theology, namely the process for which Max Weber coined the concept Entzauberung [disenchantment]. Attention is given to its meaning for the history of education, in particular for residential pedagogical youth care even before the start of the Century of the Child. Then, in section 4, the introduction of Child Acts and the emergence of Child Science will be examined. In section 5, it will be concluded that the 20th century should not be coined as The Century of the Child, but rather as The Child-Oriented Century.