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Dutch Economic Textbooks in the 1970s

Raising the Status of a New Secondary School Type by Means of Mathematical Abstraction

Gerrit F. Gorter, Hilda T. A. Amsing and Jeroen J. H. Dekker


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.

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A Useless Subject?

Teaching Civic Education in Italy from the School Programs of 1958 to the Present Day

Paolo Bianchini and Maria Cristina Morandini

of what the document defined, significantly, as a “new humanism.” 23 The main difference between the new guidelines and the Moratti law was the elimination from the curriculum of the six subcategories of education for civil coexistence; the guidelines

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April Mandrona

. “ Intervening in Friendship Exclusion? The Politics of Doing Feminist Research with Teenage Girls .” Ethics, Place and Environment 4 , no. 2 : 147 – 153 . Murphy , Ann V. 2011 . “ Corporeal Vulnerability and the New Humanism .” Hypatia 26 , no. 3