John Exalto
Biographic Data
| ID | 1610037 |
|---|---|
| NAME | John Exalto |
| GIVEN NAMES | John |
| FAMILY NAME | Exalto |
| SIGNATURE | EXALTO J |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0002-6632-6025 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Masked Potentials, Hidden Struggles? A Scoping Review of Twice-Exceptional Individuals’ Transition to Employment
This study examined the transition of twice-exceptional (2E) individuals from education to employment. Despite a growing focus on inclusive practices, the area of (special) education-to-work transition is still far under-researched, especially on 2E individuals. To identify challenges and success factors in this transition, a scoping review method was used. Our review revealed a paucity of targeted studies on the transition of 2E individuals to w…
Self-Responsible Self-Determination: The Educational Theory of Martinus Jan Langeveld (1905–1989), Its Origins and Sources
Martinus Jan Langeveld (1905–1989) was a key figure in Dutch academic educational studies after the Second World War. This article investigates the origins and sources of Langeveld’s theory by examining his prior publications and the main references in conjunction with the intellectual movements of his time. This research shows, first, that Langeveld built his educational theory upon a variety of sources: the German-American psychologist William …
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 c…
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. K…
A Dutch example of New Education: Philipp Abraham Kohnstamm (1875–1951) and his ideas about the New School
Philipp Abraham Kohnstamm (1875–1951) was one of the founders of Dutch educational science and a key figure in the New Education movement in the Netherlands. This article has three aims: first, to depict Kohnstamm as an insightful example in the process of sharing and adopting ideas around New Education and the implementation of these ideas in the Dutch context. Second, to demonstrate that the New School ideas Kohnstamm embraced − such as the Dal…
Witchcraft, Calvinism and Rural Society in the Netherlands: Storytelling in the Twentieth Century
The disenchantment of the world initiated by the Enlightenment was not a linear process. Folktales show that a magical world-view persisted in rural society until about 1900. An analysis of two types of folktales demonstrates that even in orthodox Calvinism there were people to whom witchcraft was ascribed. The persistence of belief in witchcraft must be explained both from the rural context and in light of orthodox Calvinism, which held a litera…
Buildings and Bibles Between Profanization and Sacralization: Semiotic Ambivalence in the Protestant Dutch Bible Belt
Based on an ethnographic case study of three recently erected church buildings in the Dutch Bible Belt, this article demonstrates how orthodox Reformed congregations in the Netherlands define church buildings-especially the auditoria-and bibles as simultaneously profane and mediating the sacred. These at first glance ambivalent discourses are informed by a particular semiotic ideology, which maintains that material spaces and objects like these a…
“Away with all my pleasant things in the world…”: Model death‐bed accounts of two young victims of the plague of 1664 in the Dutch town of Leyden
One of the most successful religious children’s books ever written is James Janeway’s A Token for Children (1671/1672). This book offers 13 examples of “well‐dying” children, including the death‐beds of two Dutch children. Details concerning the background of those children are lacking in the English‐language historiography of children’s literature. Janeway borrowed their stories from a broadsheet, published in English in 1666, describing the “la…
The Word in the World: Evangelical Writing, Publishing, and Reading in America, 1789-1880
Buildings and Bibles Between Profanization and Sacralization: Semiotic Ambivalence in the Protestant Dutch Bible Belt
Based on an ethnographic case study of three recently erected church buildings in the Dutch Bible Belt, this article demonstrates how orthodox Reformed congregations in the Netherlands define church buildings-especially the auditoria-and bibles as simultaneously profane and mediating the sacred. These at first glance ambivalent discourses are informed by a particular semiotic ideology, which maintains that material spaces and objects like these a…
The Word in the World: Evangelical Writing, Publishing, and Reading in America, 1789-1880
“Away with all my pleasant things in the world…”: Model death‐bed accounts of two young victims of the plague of 1664 in the Dutch town of Leyden
One of the most successful religious children’s books ever written is James Janeway’s A Token for Children (1671/1672). This book offers 13 examples of “well‐dying” children, including the death‐beds of two Dutch children. Details concerning the background of those children are lacking in the English‐language historiography of children’s literature. Janeway borrowed their stories from a broadsheet, published in English in 1666, describing the “la…
Buildings and Bibles Between Profanization and Sacralization: Semiotic Ambivalence in the Protestant Dutch Bible Belt
Based on an ethnographic case study of three recently erected church buildings in the Dutch Bible Belt, this article demonstrates how orthodox Reformed congregations in the Netherlands define church buildings-especially the auditoria-and bibles as simultaneously profane and mediating the sacred. These at first glance ambivalent discourses are informed by a particular semiotic ideology, which maintains that material spaces and objects like these a…
Witchcraft, Calvinism and Rural Society in the Netherlands: Storytelling in the Twentieth Century
The disenchantment of the world initiated by the Enlightenment was not a linear process. Folktales show that a magical world-view persisted in rural society until about 1900. An analysis of two types of folktales demonstrates that even in orthodox Calvinism there were people to whom witchcraft was ascribed. The persistence of belief in witchcraft must be explained both from the rural context and in light of orthodox Calvinism, which held a litera…
A Dutch example of New Education: Philipp Abraham Kohnstamm (1875–1951) and his ideas about the New School
Philipp Abraham Kohnstamm (1875–1951) was one of the founders of Dutch educational science and a key figure in the New Education movement in the Netherlands. This article has three aims: first, to depict Kohnstamm as an insightful example in the process of sharing and adopting ideas around New Education and the implementation of these ideas in the Dutch context. Second, to demonstrate that the New School ideas Kohnstamm embraced − such as the Dal…
Self-Responsible Self-Determination: The Educational Theory of Martinus Jan Langeveld (1905–1989), Its Origins and Sources
Martinus Jan Langeveld (1905–1989) was a key figure in Dutch academic educational studies after the Second World War. This article investigates the origins and sources of Langeveld’s theory by examining his prior publications and the main references in conjunction with the intellectual movements of his time. This research shows, first, that Langeveld built his educational theory upon a variety of sources: the German-American psychologist William …
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 c…
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. K…
Masked Potentials, Hidden Struggles? A Scoping Review of Twice-Exceptional Individuals’ Transition to Employment
This study examined the transition of twice-exceptional (2E) individuals from education to employment. Despite a growing focus on inclusive practices, the area of (special) education-to-work transition is still far under-researched, especially on 2E individuals. To identify challenges and success factors in this transition, a scoping review method was used. Our review revealed a paucity of targeted studies on the transition of 2E individuals to w…
History (6 works) · Law (6 works) · Philosophy (6 works) · Political science (6 works) · Sociology (5 works) · Art (4 works) · Classics (4 works) · Epistemology (4 works) · Literature (4 works) · Context (archaeology) (3 works)