Westward bound? Dutch education and cultural transfer in the mid-twentieth century

• Autores: Nelleke Bakker
• Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 50, Nº. 1-2, 2014 (Ejemplar dedicado a: Internationalisation in education: issues, challenges, outcomes / coord. por Joëlle Droux, Rita Hofstetter), págs. 213-228
• Idioma: inglés
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• Resumen

  • This article discusses the transition from philosophy to psychology as the main source of inspiration for education during the mid-twentieth century in the Netherlands, situated between Germany in the east and the English-speaking world in the west. Claims have been made that educational theory in the Netherlands was dominated by German philosophy before 1945 and subsequently turned westward for inspiration. The transnational transfer of ideas and concepts to the Netherlands is studied using textbooks on childhood and education for teachers-to-be, published between 1925 and 1970, as sources. Did the Dutch indeed turn from the east to the west for inspiration, and if so when and along the lines of which theories? This article shows that the authors of the textbooks did not simply copy theories from abroad, but gave them a reading of their own and selected what they liked. A shift from the east to the west as a source of inspiration did not occur before the 1970s. Developmentalism, personalism, phenomenology, characterology and individual psychology were all imported from German-speaking countries. It is true that some of these theories were brought to the west as their founders fled Nazism, but that does not undo their continental European origins.