2004
Volume 39, Issue 1
  • ISSN: 1567-7109
  • E-ISSN: 2468-1652

Abstract

Abstract

This paper offers a conceptual analysis of by describing how this word is used in ordinary language. It shows that the Dutch word has two different meanings and therefore expresses two different concepts. A first meaning clearly overlaps with the meaning of the word ‘upbringing’, even to such an extent that it is reasonable to assume that these terms express the same concept. It is a rather broad concept, as it covers a comprehensive whole of actions and practices, ranging from early childhood to the attainment of adulthood. The second meaning of , however, is very close to the meaning of ‘to discipline’, in particular if reference is made to adult interventions in the child’s life. Used in this way the term expresses a concept that pertains to individual actions and therefore, if compared with the concept of upbringing, is a much more narrow one. In a rather detailed analysis of both concepts their differences and similarities are revealed. It is shown that the disciplining activities that are covered by the second concept are only a relatively modest part of upbringing. Next to disciplining the child, upbringing covers many other types of actions, such as setting a good example to the child, encouraging the child to aspire to particular ideals, or creating a supposedly beneficial environment for the child.

Loading

Article metrics loading...

/content/journals/10.5117/PED2019.1.004.STEU
2019-05-01
2024-11-08
Loading full text...

Full text loading...

/deliver/fulltext/15677109/39/1/04_PED2019.1_STEU.html?itemId=/content/journals/10.5117/PED2019.1.004.STEU&mimeType=html&fmt=ahah

References

  1. Archard, D.(2004). Children: Rights and childhood (2nd ed.). London: Routledge.
    [Google Scholar]
  2. Archard, D.(2013). Children’s rights. In H.LaFollette (Ed.), The International Encyclopedia of Ethics (pp. 756-764). New Jersey: John Wiley & Sons.
    [Google Scholar]
  3. Brezinka, W.(1974). Grundbegriffe der Erziehungswissenschaft. Analyse, Kritik, Vorschläge. München/Basel: Ernst Reinhardt Verlag.
    [Google Scholar]
  4. Brighouse, H.(2002). What rights (if any) do children have? In D.Archard & C.M.Macleod (Eds.), The moral and political status of children (pp. 31-52). Oxford: Oxford University Press.
    [Google Scholar]
  5. Brighouse, H.(2006). On Education. Oxon/New York: Routledge.
    [Google Scholar]
  6. De Ruyter, D.J.(2003). The importance of ideals in education. Journal of Philosophy of Education, 37(3), 467-482.
    [Google Scholar]
  7. De Winter, M.(2011). Verbeter de wereld, begin bij de opvoeding. Vanachter de voordeur naar democratie en verbeelding. Amsterdam: SWP.
    [Google Scholar]
  8. Diekstra, R., & Van Hintum, M. (red.) (2010). Opvoedingscanon. Omdat over kinderen zoveel meer te weten valt. Amsterdam: Bert Bakker.
    [Google Scholar]
  9. Duintjer, O.D.(1977). Rondom regels. Meppel/Amsterdam: Boom.
    [Google Scholar]
  10. Feinberg, J.(1980). The child’s right to an open future. In W.Aiken & H.LaFollette (Eds.), Whose child? Parental rights, parental authority and state power (pp. 124-153). Totowa: Rowman & Littlefield.
    [Google Scholar]
  11. Feinberg, J.(1986). Harm to Self: The Moral Limits of the Criminal Law (Vol. 3). New York/Oxford: Oxford University Press.
    [Google Scholar]
  12. Foot, Ph.(1978). Virtues and vices and other essays in moral philosophy. Berkeley/Los Angeles: University of California Press.
    [Google Scholar]
  13. Friedman, R.B.(1990). On the concept of authority in political philosophy. In J.Raz (Ed.), Authority (pp. 56-91). New York: New York University Press.
    [Google Scholar]
  14. Griffin, J.(1996). Value judgement: Improving our ethical beliefs. Oxford: Clarendon Press.
    [Google Scholar]
  15. Hanfling, O.(2000). Philosophy and ordinary language: The bent and genius of our tongue. London: Routledge.
    [Google Scholar]
  16. Hoffman, M.L.(1975). Moral internalization, parental power, and the nature of parent-child interaction. Developmental Psychology, 11(2), 228-239.
    [Google Scholar]
  17. Hoffman, M. L.(2000). Empathy and moral development: Implications for caring and justice. Cambridge: Cambridge UP.
    [Google Scholar]
  18. Klaassen, C., & Leeferink, H.(1998). Partners in opvoeding in het basisonderwijs. Ouders en docenten over de pedagogische opdracht en de afstemming tussen gezin en school. Assen: Van Gorcum.
    [Google Scholar]
  19. LaFollette, H.(1999). Circumscribed autonomy: Children, care, and custody. In U.Narayan & J.J.Bartkowiak (Eds.), Having and raising children: Unconventional families, hard choices, and the social good (pp. 137-152). University Park, PA: Pennsylvania State University Press.
    [Google Scholar]
  20. Lamb, S.(2001). The secret lives of girls: What good girls really do – sex play, aggression, and their guilt. New York: The Free Press.
    [Google Scholar]
  21. Langeveld, M.J.(1971). Beknopte theoretische pedagogiek (herziene editie). Groningen: Wolters-Noordhoff.
    [Google Scholar]
  22. Noggle, R.(2002). Special agents: children’s autonomy and parental authority. In D.Archard & C.M.Macleod (Eds.), The moral and political status of children (pp. 97-117). Oxford: Oxford University Press.
    [Google Scholar]
  23. Nucci, L.P.(2001). Education in the moral domain. Cambridge: Cambridge University Press.
    [Google Scholar]
  24. Perquin, N.(1964). Pedagogiek. Bezinning op het opvoedingsverschijnsel (7e geheel herziene druk). Roermond/Maaseik: J.J. Romen & Zonen.
    [Google Scholar]
  25. Rawls, J.(1993). Political Liberalism. New York: Columbia University Press.
    [Google Scholar]
  26. Raz, J.(1986). The morality of freedom. Oxford: Clarendon Press.
    [Google Scholar]
  27. Ryle, G.(1964). Ordinary language. In V.C.Chappell (Ed.), Ordinary Language (pp. 24-40). Englewood Cliffs, N.J.: Prentice-Hall.
    [Google Scholar]
  28. Schapiro, T.(2003). Childhood and personhood. Arizona Law Review, 45(3), 575-594.
    [Google Scholar]
  29. Singer, E., & De Haan, D.(2007). The social lives of young children: Play, conflict and moral learning in day-care groups. Amsterdam: SWP.
    [Google Scholar]
  30. Spiecker, B. (1991a). Een begripsanalyse van ‘opvoeding’ en ‘onderwijs’. Pedagogisch Tijdschrift, 16(5/6), 296-307.
    [Google Scholar]
  31. Spiecker, B. (1991b). Indoctrination: The suppression of critical dispositions. In B.Spiecker & R.Straughan (Eds.), Freedom and indoctrination in education: International perspectives (pp. 16-29). London: Cassell.
    [Google Scholar]
  32. Steutel, J.(1982). Conceptuele analyse in de pedagogiek. In B.Spiecker, B.Levering, & A.J.Beekman (red.), Theoretische pedagogiek (pp. 41-58). Meppel/Amsterdam: Boom.
    [Google Scholar]
  33. Steutel, J.(1991). Discipline, internalization and freedom: a conceptual analysis. In B.Spiecker & R.Straughan (Eds.), Freedom and indoctrination in education: International perspectives (pp. 58-69). London: Cassell.
    [Google Scholar]
  34. Steutel, J.W.(2007). Naar een seksuele ethiek voor de puberteit. Amsterdam: Vossiuspers UvA.
    [Google Scholar]
  35. Steutel, J., & Spiecker, B.(2000). Authority in educational relationships. Journal of Moral Education, 29(3), 323-337.
    [Google Scholar]
  36. Verschuren, P., & Doorewaard, H.(2010). Designing a research project (2nd ed.). The Hague: Eleven International Publishing.
    [Google Scholar]
  37. Waldron, J.(1993). Liberal rights: Collected papers 1981-1991. Cambridge: Cambridge University Press.
    [Google Scholar]
/content/journals/10.5117/PED2019.1.004.STEU
Loading
  • Article Type: Research Article
Keyword(s): adult-child; authority; conceptual analysis; discipline; upbringing
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error