Dutch Economic Textbooks in the 1970s: Raising the Status of a New Secondary School Type by Means of Mathematical Abstraction

Autor/inn/en	Gorter, Gerrit F.; Amsing, Hilda T. A.; Dekker, Jeroen J. H.
Titel	Dutch Economic Textbooks in the 1970s: Raising the Status of a New Secondary School Type by Means of Mathematical Abstraction
Quelle	In: Journal of Educational Media, Memory and Society, 8 (2016) 2, S.83-106 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2041-6938
DOI	10.3167/jemms.2016.080205
Schlagwörter	Foreign Countries; Economics Education; Textbooks; Secondary Education; Textbook Content; Content Analysis; Ideology; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Wirtschaftskunde; Textbook; Text book; Schulbuch; Lehrbuch; Sekundarbereich; Lehrbuchtext; Inhaltsanalyse; Ideologie; Niederlande
Abstract	Essential Economics, the influential economics education textbook written by Arnold Heertje for use in Dutch secondary schools in the 1970s, was characterized by a previously unknown and internationally exceptional degree of abstraction. Its users justified this degree of abstraction by arguing that it fulfilled the needs of mental schooling (in line with the formal education argument upheld by defenders of humanism) and that it would enhance the rigorous status of the new type of school known as athenaeum A. In the 1970s, this economics education design was criticized by Herman Hartkamp, who strove to ground economics education on pupil-centered and social meliorist principles. By explaining this struggle and its outcome, this article exposes the various educational ideologies found in textbooks in the segmented Dutch school system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01