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"Educating children to follow the voice of their conscience" – a comparative study of the Dutch educationalists Philipp Abraham Kohnstamm (1875–1951) and Martinus Jan Langeveld (1905–1989) within the context of early twentieth-century Europe

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Title: "Educating children to follow the voice of their conscience" – a comparative study of the Dutch educationalists Philipp Abraham Kohnstamm (1875–1951) and Martinus Jan Langeveld (1905–1989) within the context of early twentieth-century Europe
Authors: Hoencamp, Marloes1 m.l.m.hoencamp@vu.nl, Exalto, John2, de Muynck, Abraham3, de Ruyter, Doret4
Source: Paedagogica Historica. Apr2025, Vol. 61 Issue 2, p264-282. 19p.
Subject Terms: *Education, *Philosophy of education, Conscience, Ethical movement (Dutch Reformed Church)
People: Bergson, Henri, 1859-1941
Abstract: Two of the greatest Dutch educationalists of the twentieth century, Philipp Abraham Kohnstamm (1875–1951) and Martinus Jan Langeveld (1905–1989), believed that education meant, above all, the formation of a conscience. They developed their ideas in a time full of developments within Europe: the rise of fascism, two world wars, and pioneering theories on human development by Charles Darwin (1809–1882) and Sigmund Freud (1856–1939), among others. Kohnstamm's and Langeveld's educational theories were also influenced, to a greater or lesser extent, by optimistic ideas about the spontaneous development of the child and the unique personality of humankind, as expressed in movements such as New Education, New Psychology, and the philosophy of Henri Bergson (1859–1941). This article aims to compare these two Dutch educationalists on conscience formation to contextualise their differences and similarities and subsequently understand them within European developments, such as New Psychology, and specifically the Dutch context of the twentieth century. [ABSTRACT FROM AUTHOR]
Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: "Educating children to follow the voice of their conscience" – a comparative study of the Dutch educationalists Philipp Abraham Kohnstamm (1875–1951) and Martinus Jan Langeveld (1905–1989) within the context of early twentieth-century Europe
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  Data: <searchLink fieldCode="JN" term="%22Paedagogica+Historica%22">Paedagogica Historica</searchLink>. Apr2025, Vol. 61 Issue 2, p264-282. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br /><searchLink fieldCode="DE" term="%22Conscience%22">Conscience</searchLink><br /><searchLink fieldCode="DE" term="%22Ethical+movement+%28Dutch+Reformed+Church%29%22">Ethical movement (Dutch Reformed Church)</searchLink>
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  Data: Two of the greatest Dutch educationalists of the twentieth century, Philipp Abraham Kohnstamm (1875–1951) and Martinus Jan Langeveld (1905–1989), believed that education meant, above all, the formation of a conscience. They developed their ideas in a time full of developments within Europe: the rise of fascism, two world wars, and pioneering theories on human development by Charles Darwin (1809–1882) and Sigmund Freud (1856–1939), among others. Kohnstamm's and Langeveld's educational theories were also influenced, to a greater or lesser extent, by optimistic ideas about the spontaneous development of the child and the unique personality of humankind, as expressed in movements such as New Education, New Psychology, and the philosophy of Henri Bergson (1859–1941). This article aims to compare these two Dutch educationalists on conscience formation to contextualise their differences and similarities and subsequently understand them within European developments, such as New Psychology, and specifically the Dutch context of the twentieth century. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00309230.2024.2318232
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        Text: English
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        Type: general
      – SubjectFull: Philosophy of education
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      – SubjectFull: Conscience
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      – SubjectFull: Ethical movement (Dutch Reformed Church)
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      – SubjectFull: Bergson, Henri, 1859-1941
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      – TitleFull: "Educating children to follow the voice of their conscience" – a comparative study of the Dutch educationalists Philipp Abraham Kohnstamm (1875–1951) and Martinus Jan Langeveld (1905–1989) within the context of early twentieth-century Europe
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              Text: Apr2025
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              Y: 2025
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