Pedagogiek - Volume 41, Issue 1, 2021

Abstract The theoretical pedagogue as a homo clausus The contributions to Theoretische Pedagogiek (‘Theoretical pedagogy’, eds. B. Spiecker and B. Levering, 1982) predominantly concern the question how theoretical pedagogy contributes to academic pedagogy, and the related question what characterizes this discipline. Some authors defend a specific method, sometimes as attuned to the specific nature of the pedagogi Read More

Abstract The ethics of the teaching profession around 1900 Around 1900, lively discussions arose on the teaching profession and its ethics, in remarkable simularity to actual discussions on this subject. Was the best education to be seen as moral education, whether and how in combination with the cognitive basics; and on the outcome of that, what kind of teacher qualities were to be required, and how to be developed? Dis Read More

Abstract Political pedagogy: In search for predictors of susceptibility to antidemocratic orientations The traditional movement toward educational reform at the beginning of the last century emphasized the individual child and his or her experiential world. The current paper addresses the question why reform schools such as Rudolf Steiner’s Waldorf schools could easily be incorporated in the National-Socialist political mov Read More

Abstract The meaning of ‘general’ in the concept of general education The author aims at a conceptual-analytical approach. Up to now conceptualization and, above all, the realization of general education remained based on fundamental inconsistencies. Its ‘generality’ was accomplished neither individually nor institutionally. Class- and genderspecific discriminations formed a constitutive part of most concept Read More

Abstract Individual differences and the common curriculum This article deals with the issue of individual differences and the common curriculum for 12-16 year old pupils. The central question is: is it possible to maintain high standards for all without reducing opportunities for brighter pupils to achieve educational results according to their individual potential? To answer this question, three research traditions are examined: rese Read More