From Holland to Hamburg: The Experimental and Community Schools of Hamburg Seen through the Eyes of Dutch Observers (1919-1933)

Autor/in	Braster, Sjaak
Titel	From Holland to Hamburg: The Experimental and Community Schools of Hamburg Seen through the Eyes of Dutch Observers (1919-1933)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 50 (2014) 5, S.615-630 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2014.927513
Schlagwörter	Experimental Schools; Foreign Countries; Community Schools; Periodicals; Montessori Method; Educational Change; Freedom; College Faculty; Educational History; Fellowships; Germany; Netherlands + Suchen Sie Ihr Suchwort? Pilot school; Model school; Modellschule; Ausland; Community school; ; Gemeindeschule; Gemeinschaftsschule; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Montessori pedagogics; Montessori-Pädagogik; Bildungsreform; Freiheit; Fakultät; History of education; Bildungsgeschichte; Fellowship; Stipendium; Deutschland; Niederlande
Abstract	In the period 1919-1933 the experimental and community schools in Hamburg tried to put into practice a new model of schooling without a set curriculum that was based on providing a considerable amount of freedom for pupils and teachers. These experiences were introduced in the Netherlands by way of magazines published by the New Education Fellowship (NEF) or Dutch journals edited by educationalists and university professors. The Hamburg schools were also visited by Christian Anarchist teachers who were connected with new schools in the Netherlands and who already had experimented with new ways of life in small communities. In this article we describe their experiences in Hamburg. Their observation reports would not trigger a growing interest in a social community type of schooling; in general Dutch teachers, even the socialist ones, did not change their preference for the traditional classroom system of education. More individualistic methods from Montessori and Parkhurst (Dalton Plan), supported by university professors and inspectors of education, were considered to have more potential for changing the classroom system from within. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10