Doret De Ruyter
Biographic Data
| ID | 225850 |
|---|---|
| NAME | Doret De Ruyter |
| GIVEN NAMES | Doret |
| FAMILY NAME | De Ruyter |
| SIGNATURE | DE RUYTER D |
| AFFILIATIONS | University of Humanistic Studies |
| ORCID | 0000-0001-7891-6818 |
| VERIFIED | Yes |
| TOTAL WORKS | 51 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 51 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Virtuous gratitude as an aim of education
This article justifies virtuous gratitude as an aim of formal education. This virtue is characterised by the disposition to perceive, think, feel and act in accordance with the moral ideal of acknowledging and cherishing the gratuitous good in life. At its heart lies a conscientious commitment to this ideal, infused with a concern for truth, justice and wellbeing. This virtue also requires guidance by wisdom, and a capacity for reflective awarene…
The Educational Value of Gratitude
This article offers a theoretical investigation of the educational value of gratitude. We make the case that it is possible to learn from and through gratitude experiences. More specifically, gratitude experiences include understandings regarding and a reflective awareness of the value, contingency and vulnerability of certain goods as well as one's dependency in relation to these goods. We argue that such experiences can transform one's outlook …
Values manifested in life purposes of higher education students in the Netherlands and Finland
This study investigates the life purposes and values of higher education students in the Netherlands and Finland (nDutch = 663, nFin = 846). The theoretical framework is built on the conceptualisation of life purpose by Damon et al. as well as Schwartz’s values model. The study adopted a convergent mixed methods design analysing qualitative and quantitative survey data. The content of students’ life purposes was explored with qualitative content …
Flourishing as an educational aim
Since the 1990s, there has been a spate of influential research defending flourishing as the aim of education. Promoting student flourishing is a key goal of education that extends beyond academic achievement. This approach recognizes the holistic development of students, nurturing their intellectual, emotional, social, and physical well-being. Over the past two decades, we have also witnessed increased practical uptake of this theoretical stance…
Finding consensus on well-being in education
Research on well-being and concern over the well-being of students and teachers has grown dramatically in recent years. Researchers and reformers in positive psychology and education, self-determination theory, social and emotional learning, liberal-democratic political and educational philosophy, and neo-Aristotelian theories of flourishing and character education have played formative and intersecting roles in what is now an international movem…
David Carr at eighty: Fifty years of dedication to academic research and teaching about philosophy of (moral) education
This March, Professor David Carr will turn 80, which is a good reason to write a short biography about his academic career and to commemorate the importance of his work for academics in philosophy
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 …
Teachers’ Ideas about what and how they Contribute to the Development of Students’ Ethical Compasses. An Empirical Study among Teachers of Dutch Universities of Applied Sciences
In this empirical study, we investigate what and how teachers in Dutch universities of applied sciences (UAS) think they contribute to the development of students’ ethical compasses. Six focus groups were conducted with teachers across three programmes: Initial Teaching Education, Business Services, and Information and Communication Technology. This study revealed that teachers across the three different professional disciplines shared similar id…
Flourishing as an aim of higher education: Exploring the aspirations and challenges of the educational philosophy of the University of Humanistic Studies (UvH)
In the University of Humanistic Studies (UvH) research and education are inspired by an inclusive humanistic worldview. As a worldview-based university, the UvH has both an entitlement to promote humanism as the prime source of inspiration and a responsibility to live up to its worldview-based mission. It strives not only for the academic formation of students, but also promotes humanistic moral and ethical values and assists students in developi…
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…
Life purposes: Comparing higher education students in four institutions in the Netherlands and Finland
Universities worldwide are beginning to counter the prevailing neo-liberal ideology by paying renewed attention to the moral development of students and fostering their life purposes. This mixed methods study investigates the life purposes of higher education students in four institutions in the Netherlands (nDutch = 663) and Finland (nFinnish = 846). Based on quantitative data, we identified four purpose profiles: purposeful, self-oriented, drea…
Creating Caring and Just Democratic Schools to Prevent Extremism
Secondary schools are well placed to avert radicalization processes toward extremism because such trajectories often begin in adolescence. Adolescents are in the process of forming their identities, and most adolescents are idealistic, which makes them susceptible to groups that passionately pursue utopian visions. To avert the path toward extremism, Doret de Ruyter and Stijn Sieckelinck propose to balance a prevention approach with a positive ed…
Does Dyadic Gratitude Make Sense? The Lived Experience and Conceptual Delineation of Gratitude in Absence of a Benefactor
In this paper we defend the idea that dyadic gratitude — i.e. gratitude in absence of a benefactor — is a coherent concept. Some authors claim that ‘gratitude’ is by definition a triadic concept involving a beneficiary who is grateful for a benefit to a benefactor. These authors state that people who use the term gratitude in absence of a benefactor do so inappropriately, e.g. by using it as an interchangeable term for ‘appreciation’ or ‘being gl…
Professional Encounters with ‘the Other’: Widening Accessibility of Social Work Practices in Urban Neighbourhoods
Social work professionals in urban contexts struggle to serve different groups equally. Critical social work literature advocates critical reflexivity in social work practices. Focusing on existing support practices, it encourages scrutinising the implicit ways social work practices can maintain and reproduce power imbalances and othering structures. However, it has not examined the tensions connected with phases in which the first contact betwee…
Human Flourishing, Wonder, and Education
Various authors see human flourishing as the overarching aim to which education should contribute. We ask whether fostering wonder can help education attain this aim. We discuss two possibilities: firstly, it may be that having a sense of wonder as adults (possibly fostered by and/or refined due to education) contributes to flourishing itself. Secondly, it may be that fostering wonder in education increases the likelihood that education promotes …
Citizenship, self-efficacy and education: A conceptual review
Primary and secondary schools across the world are expected to contribute to the citizenship development of their pupils. Most citizenship curricula focus on the acquisition of knowledge and the cultivation of skills and attitudes. Citizenship-related self-efficacy beliefs are often neglected in the literature on citizenship education, although they appear to play a crucial role in learning processes, among others as explanatory factors for the i…
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…
True partners? Exploring family-school partnership in secondary education from a collaboration perspective
Although the benefits of family-school partnership are clear, secondary schools struggle to successfully realise this partnership. Drawing on interview data from Dutch parents of secondary school students, this study aims to explore underlying structures of family-school partnership and opportunities for improvement. We defined family-school partnership as boundary crossing in collaboration between equal agents. Using a framework for analysing in…
Mutuality in Sexual Relationships: A Standard of Ethical Sex
In this paper we challenge the idea that valid consent is the golden standard by which a sexual encounter is deemed ethical. We begin by reviewing the recent public focus on consent as an ethical standard, and then argue for a standard that goes beyond legalistic and contractual foci. This is the standard of mutuality which extends beyond the assurance that all parties engaging in a sexual encounter are informed, autonomous, and otherwise capable…
Perceived discrimination against Dutch Muslim youths in the school context and its relation with externalising behaviour
The role of the source of discrimination in relation to minority Muslim youths’ psychosocial well-being has received remarkably little attention in the post-9/11 climate. We have examined one of the aspects of psychosocial well-being that is given prominent attention in the media and public discourse, namely externalising behaviour. The article reports whether perceived discrimination by four sources (school peers and teachers, peers, and adults …
The flourishing child
This paper aims to offer conceptual clarification on the use of the concept of human flourishing with regard to children. We will argue that the concept can meaningfully be applied to parts of human lives, specifically one's childhood, and discuss when we can meaningfully speak of a flourishing child. Viewing children's lives in terms of whether they are flourishing may be able to help us understand and articulate in which ways a child's life may…
Equipping students with an ethical compass.’ What does it mean, and what does it imply
The expression that professionals should be led by their moral or ethical compass is increasingly used by academics, policy makers, professionals, and educational institutes. Dutch universities of applied sciences (UAS), for example, explicitly aim to educate their students to become professionals equipped with a moral compass. This moral or ethical compass is a metaphor of which people intuitively grasp its meaning, but our literature review als…
Stimulating interdisciplinary collaboration among youth social workers: A scoping review
In recent decades, a considerable amount of literature on interdisciplinary collaboration has been published. Interdisciplinary collaboration plays an important role in matching services to the individual needs of children and young people, but working interdisciplinary appears to be hard for youth social work professionals. The aim of this scoping review was to identify, analyse, and summarise literature on stimulating interdisciplinary collabor…
Does a Theory of Moral Education Need the Input of Empirical Research
The social psychologist Kurt Lewin famously wrote that there is nothing as practical as a good theory (albeit that there are several versions of the quote: see McCain, 2015). With this he wanted to express two things (and indicate two directions of fit between theory and practice), namely, (i) that academics should develop theories that could be beneficial to practitioners, and (ii) that they should be informed by practitioners and the practice t…
What Kind of Theory Should Theory on Education for Human Flourishing Be
In this article we defend the claim that theory on education for flourishing should also include nonideal theory. We observe that recent theory on education for flourishing takes the ideal of flourishing as a starting and central point of the theory, and should be seen as ideal theory. While this serves a purpose, the practical value of ideal theory is limited. In order to have a greater bearing on, and relevance for educational practice, nonidea…
Ideals, Education, and Happy Flourishing
A bstract In this essay, Doret J. de Ruyter defends the claim that parents as well as professional educators need to impart ideals to children in order to realize their wish that children become happy and flourishing adults. The argument consists of two parts. First, de Ruyter shows how ideals are important to construing the meaning of objective goods. Second, she contends that educating children with ideals is important to motivating them to str…
Pottering in the Garden? On Human Flourishing and Education
(2004). POTTERING IN THE GARDEN? ON HUMAN FLOURISHING AND EDUCATION. British Journal of Educational Studies: Vol. 52, No. 4, pp. 377-389
Turkish-Dutch youths’ attitude toward violence for defending the in-group: What role does perceived parenting play
This study examines a factor that has thus far received little attention in research on attitudes toward violent in-group defense, namely, the role of perceived parental ethnic socialization. We hypothesized that perceived parental ethnic socialization (i.e., cultural socialization, egalitarianism, bias/mistrust) affects attitudes toward violence in defense of the in-group by others as well as willingness to use such violence oneself via its infl…
The flourishing child
This paper aims to offer conceptual clarification on the use of the concept of human flourishing with regard to children. We will argue that the concept can meaningfully be applied to parts of human lives, specifically one's childhood, and discuss when we can meaningfully speak of a flourishing child. Viewing children's lives in terms of whether they are flourishing may be able to help us understand and articulate in which ways a child's life may…
The Importance of Ideals in Education
The article argues that it is important to offer children ideals. Ideals are defined as imagined excellences, which are so desirable that people will try to actualise them. These characteristics show the importance of ideals for people: ideals give direction and meaning to their lives. The motivating power of ideals can, however, also lead to fanaticism. Education should therefore involve several worthy ideals that children can commit themselves …
What Kind of Theory Should Theory on Education for Human Flourishing Be
In this article we defend the claim that theory on education for flourishing should also include nonideal theory. We observe that recent theory on education for flourishing takes the ideal of flourishing as a starting and central point of the theory, and should be seen as ideal theory. While this serves a purpose, the practical value of ideal theory is limited. In order to have a greater bearing on, and relevance for educational practice, nonidea…
Cross-Cultural Mental State Reading Ability in Antillean Dutch, Moroccan Dutch, and Dutch Young Adults
Understanding how bicultural and monocultural individuals are oriented toward the cultures they come into frequent contact with can increase insights into their adaptation and well-being. Previous research has shown a relation between culture and mental state reading in the form of the cultural in-group effect, which is defined as the advantage in reading mental states from the own cultural group compared with other groups. Thus, orientation towa…
Us Against Them” or “All Humans Are Equal”: Intergroup Attitudes and Perceived Parental Socialization of Muslim Immigrant and Native Dutch Youth
Intergroup attitudes of Muslim immigrant youth and native youth in the Netherlands were examined in relation to perceived parental socialization. Our aim was to gain insights into parent-child (dis)similarity in antagonistic and egalitarian attitudes and to understand differences between these two groups in this respect. Data come from qualitative interviews with 22 Turkish Dutch, Moroccan Dutch, and native Dutch youth (aged 16-22) who were prone…
Education and Life's Meaning: Education and Life's Meaning
There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying (a particular form of) education. Our focus, however, lies on the …
On Optimal Development and Becoming an Optimiser: On Optimal Development and Becoming an Optimiser
The article aims to provide a justification for the claim that optimal development and becoming an optimiser are educational ideals that parents should pursue in raising their children. Optimal development is conceptualised as enabling children to grow into flourishing persons, that is persons who have developed (and are still developing) their given possibilities to the full and optimally fulfil the domains that can be said to be objectively goo…
Why Education in Public Schools Should Include Religious Ideals
This article aims to open a new line of debate about religion in public schools by focusing on religious ideals. The article begins with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Is…
Professional Encounters with ‘the Other’: Widening Accessibility of Social Work Practices in Urban Neighbourhoods
Social work professionals in urban contexts struggle to serve different groups equally. Critical social work literature advocates critical reflexivity in social work practices. Focusing on existing support practices, it encourages scrutinising the implicit ways social work practices can maintain and reproduce power imbalances and othering structures. However, it has not examined the tensions connected with phases in which the first contact betwee…
Human Flourishing, Wonder, and Education
Various authors see human flourishing as the overarching aim to which education should contribute. We ask whether fostering wonder can help education attain this aim. We discuss two possibilities: firstly, it may be that having a sense of wonder as adults (possibly fostered by and/or refined due to education) contributes to flourishing itself. Secondly, it may be that fostering wonder in education increases the likelihood that education promotes …
Educational Neuroscience: Its Position, Aims and Expectations
An important issue in the discussion on educational neuroscience is the transfer of thought and findings between neuroscience and education. In addition to factual confusions in this transfer in the form of neuromyths, logical confusions, or neuro-misconceptions, can be identified. We consider these transfer difficulties in light of the way educational neuroscience is positioned in relation to the main fields involved: neuroscience, educational s…
Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors
Criminal Parental Responsibility: Blaming parents on the basis of their duty to control versus their duty to morally educate their children
Several states in the United States of America and countries in Europe punish parents when their minor child commits a crime. When parents are being punished for the crimes committed by their children, it should be presumed that parents might be held responsible for the deeds of their children. This article addresses the question whether or not this presumption can be sustained. We argue that parents can be blamed for the crimes of their children…
The Virtue of Taking Responsibility
The importance of taking for the well-being of others or responding to the needs of others, be it concrete persons nearby, anonymous persons or (in)animus objects, is beyond dispute. However, people seem to live in an age where it is not common to look after the well-being of others, at least that is the message one gets from the media as well as from research. Statistics show that delinquency is growing, especially juvenile delinquency and peopl…
Schools, identity and the conception of the good. The denominational tradition as an example
Schools, identity and the conception of the good. The denominational tradition as an example
The Right to Meaningful Education: The role of values and beliefs
This article argues that children have a right to education that assists them to find a meaning in life. The right of children to meaningful education is interpreted as a right to be raised within a coherent concept of the good and to learn about a variety of alternative conceptions. Both parents and teachers have duties that correspond with the two aspects of meaningful education. I argue that parents have a freedom to raise their children withi…
The Virtue of Taking Responsibility
The importance of taking for the well-being of others or responding to the needs of others, be it concrete persons nearby, anonymous persons or (in)animus objects, is beyond dispute. However, people seem to live in an age where it is not common to look after the well-being of others, at least that is the message one gets from the media as well as from research. Statistics show that delinquency is growing, especially juvenile delinquency and peopl…
Being a Christian school in the Netherlands: An analysis of 'identity' conceptions and their practical implications
In the Netherlands 'identity of Christian schools' has become a standard expression in discussions about Christian schools. However, it is a rather abstract and general expression and it is reasonable to assume that a closer look at literature and practice will present us with a more diverse picture of its meaning and practical implications. This article describes an empirical study, in three Protestant primary schools, into conceptions of 'ident…
Ideals of ITE students at the University of Glasgow
The Importance of Ideals in Education
The article argues that it is important to offer children ideals. Ideals are defined as imagined excellences, which are so desirable that people will try to actualise them. These characteristics show the importance of ideals for people: ideals give direction and meaning to their lives. The motivating power of ideals can, however, also lead to fanaticism. Education should therefore involve several worthy ideals that children can commit themselves …
Is Autonomy Imposing Education Too Demanding? A review of Meira Levinson, 1999, The demands of liberal education
Pottering in the Garden? On Human Flourishing and Education
(2004). POTTERING IN THE GARDEN? ON HUMAN FLOURISHING AND EDUCATION. British Journal of Educational Studies: Vol. 52, No. 4, pp. 377-389
Be ye perfect? Religious ideals in education
This article explores the meaning of ‘religious ideals’ and their possible role in education. ‘Religious ideals’ are defined as ideals that acquire meaning due to a belief in transcendence or a divine being. Two kinds of religious ideals are being distinguished, namely ideals that are constituted by a belief in a transcendent being and ideals that are being determined by this belief. These types of ideals are illustrated by means of the Christian…
Criminal Parental Responsibility: Blaming parents on the basis of their duty to control versus their duty to morally educate their children
Several states in the United States of America and countries in Europe punish parents when their minor child commits a crime. When parents are being punished for the crimes committed by their children, it should be presumed that parents might be held responsible for the deeds of their children. This article addresses the question whether or not this presumption can be sustained. We argue that parents can be blamed for the crimes of their children…
Ideals, Education, and Happy Flourishing
A bstract In this essay, Doret J. de Ruyter defends the claim that parents as well as professional educators need to impart ideals to children in order to realize their wish that children become happy and flourishing adults. The argument consists of two parts. First, de Ruyter shows how ideals are important to construing the meaning of objective goods. Second, she contends that educating children with ideals is important to motivating them to str…
Sex education and ideals
This article argues that sex education should include sexual ideals. Sexual ideals are divided into sexual ideals in the strict sense and sexual ideals in the broad sense. It is argued that ideals that refer to the context that is deemed to be most ideal for the gratification of sexual ideals in the strict sense are rightfully called sexual ideals. After exploring influences on the development of sexual ideals of children and youngsters, the arti…
Cosmopolitanism and the deeply religious
The authors provide a defence of cosmopolitanism from a liberal perspective, examining its moral underpinnings, including moral obligations predicated on a belief in common humanity and the fundamental dignity of human people, cultural capacities that include an embrace of pluralism and a fallibilist disposition, and pragmatist resolve in finding humanitarian solutions to real problems that people face. The authors also scrutinise the ideal of co…
Learning from Seneca: A Stoic perspective on the art of living and education
There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current ‘art of living’ theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on education are relatively few, but in his letters to his friend Lucilius we find several ideas as to how…
Nothing Less than Excellence: Ideals of Professional Identity
Part of being a good professional is, so we contend, to have ideals. Ideals essentially complement the deontic considerations that are usually taken as the main components of professional moral deliberation. Yet the notion of professional ideals is problematic. As professional ideals they refer to a profession collectively, while as professional ideals they are first of all strong personal commitments of individual professionals. As collective as…
Why Education in Public Schools Should Include Religious Ideals
This article aims to open a new line of debate about religion in public schools by focusing on religious ideals. The article begins with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Is…
On Optimal Development and Becoming an Optimiser: On Optimal Development and Becoming an Optimiser
The article aims to provide a justification for the claim that optimal development and becoming an optimiser are educational ideals that parents should pursue in raising their children. Optimal development is conceptualised as enabling children to grow into flourishing persons, that is persons who have developed (and are still developing) their given possibilities to the full and optimally fulfil the domains that can be said to be objectively goo…
What Should be the Moral Aims of Compulsory Sex Education
With reference to the unsuccessful attempt of the Labour Government to make sex education a statutory part of the National Curriculum, this paper argues in favour of making liberal sex education compulsory at all state schools. First, the main characteristics of a liberal sex education are briefly explained. Promoting the virtue of respect for every adult's right of sexual self-determination is presented as one of its central aims. Then the paper…
Children, Mothers and the Criminal Justice System
Every year, a substantial number of children are confronted with the detention of their primary caregiver, which in most cases is their mother. Empirical research shows that the well-being of children is seriously affected by their mother’s imprisonment, although to date no study has been able to assess whether detention of a mother as such causes long-term damage. Starting from normative pedagogical principles, this article argues that mothers w…
Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors
Formal criteria for the concept of human flourishing: The first step in defending flourishing as an ideal aim of education
Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to constr…
Education and Life's Meaning: Education and Life's Meaning
There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying (a particular form of) education. Our focus, however, lies on the …
Educational Neuroscience: Its Position, Aims and Expectations
An important issue in the discussion on educational neuroscience is the transfer of thought and findings between neuroscience and education. In addition to factual confusions in this transfer in the form of neuromyths, logical confusions, or neuro-misconceptions, can be identified. We consider these transfer difficulties in light of the way educational neuroscience is positioned in relation to the main fields involved: neuroscience, educational s…
Turkish-Dutch youths’ attitude toward violence for defending the in-group: What role does perceived parenting play
This study examines a factor that has thus far received little attention in research on attitudes toward violent in-group defense, namely, the role of perceived parental ethnic socialization. We hypothesized that perceived parental ethnic socialization (i.e., cultural socialization, egalitarianism, bias/mistrust) affects attitudes toward violence in defense of the in-group by others as well as willingness to use such violence oneself via its infl…
Us Against Them” or “All Humans Are Equal”: Intergroup Attitudes and Perceived Parental Socialization of Muslim Immigrant and Native Dutch Youth
Intergroup attitudes of Muslim immigrant youth and native youth in the Netherlands were examined in relation to perceived parental socialization. Our aim was to gain insights into parent-child (dis)similarity in antagonistic and egalitarian attitudes and to understand differences between these two groups in this respect. Data come from qualitative interviews with 22 Turkish Dutch, Moroccan Dutch, and native Dutch youth (aged 16-22) who were prone…
Sociology (42 works) · Psychology (38 works) · Political science (36 works) · Epistemology (28 works) · Law (26 works) · Pedagogy (25 works) · Social Psychology (23 works) · Philosophy (22 works) · Higher education (21 works) · Philosophy (16 works)