A Dutch example of New Education

Philipp Abraham Kohnstamm (1875–1951) and his ideas about the New School

Bibliographic Data

ID21409656
AuthorsMarloes Hoencamp (0000-0003-2894-8701, Vrije Universiteit Amsterdam, corresponding author), John Exalto (0000-0002-6632-6025, Vrije Universiteit Amsterdam), Bram De Muynck (0000-0002-5311-8884, Theological University of Apeldoorn), Abraham de Muynck (Theological University of Apeldoorn), Doret De Ruyter (0000-0001-7891-6818, University of Humanistic Studies)
Year2022
Volume51
Issue6
Pages789-806
Publication date2022-11-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueHistory of Education (JOURNAL)
Journal identifiersISSN: 0046-760X • E-ISSN: 1464-5130
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0046760x.2022.2038697
OpenAlexW4224444123
LanguageEN
Citations received2

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 Dalton Plan (of Helen Parkhurst, 1887−1952) and the Gary Plan (of William Wirt, 1874–1938) − fitted in with his philosophy of personalism; this philosophy also explains why he did not choose Montessori education, which was very popular in the Netherlands during his time. Third, that this philosophy at the same time partly explains the initial limited impact Kohnstamm had on Dutch education

Context (archaeology) · Epistemology · Higher education · Pedagogy · Personalism · Philosophy of education · Plan (archaeology) · Political science · Sociology · Classics · Education Methods and Practices · Historical Education and Society · Historical Education Studies Worldwide · History · Law · Philosophy

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