Pub Date : 2019-03-01DOI: 10.5117/nedlet2019.1.001.reyn
J. Reynaert
Hennen van Merchtenen and the Continuation of the Brabantsche yeesten (ca. 1430-1450): The attribution problem In 1432, a Brabantine poet completed the first of two volumes which together would constitute the Voortzetting van de Brabantsche yeesten, a detailed account of the more recent history of the duchy of Brabant, meant as a complement to the authoritative history of Brabant, the Brabantsche yeesten, which Jan van Boendale had finalised about the middle of the fourteenth century. As a whole, the Voortzetting would cover the period from about 1350 until the birth of Philip the Good’s son, the later Charles the Bold, in 1433. The text is anonymous, but some historians have seriously considered an attribution to Hennen van Merchtenen, the author of a Chronicle of Brabant (Cornicke van Brabant), presented to duke John IV in 1415, in which Merchtenen committed himself to a much more important historical work, on condition that the necessary means were granted to him. Merchtenen was also a judicial officer in the service of the duke, and, because his traces in the archives disappear after 1418, it was assumed that he had died relatively shortly after that year. In this article, we contest this assumption and adduce a number of arguments concerning tenor and style in favour of one authorship for the Cornicke van Brabant and the Voortzetting.
Hennen van Merchteen和Brabantsche yeesten的续编（约1430-1450年）：归属问题1432年，一位Brabantine诗人完成了两卷中的第一卷，这两卷合在一起构成了《布拉班特公爵领地的Voortzetting van de Brabantssche yeesten》，这是对布拉班特公爵领地最近历史的详细描述，旨在补充布拉班德的权威历史，Jan van Boendale于14世纪中期完成的Brabantsche yeesten。总的来说，Voortzetting将涵盖从1350年左右到1433年菲利普的儿子，即后来的大胆查理出生的这段时间。该文本是匿名的，但一些历史学家认真考虑将其归因于《布拉班特编年史》（Cornicke van Brabant）的作者Hennen van Merchteen，该编年史于1415年提交给约翰四世公爵，在该编年史中，Merchteenn致力于一项更重要的历史工作，条件是给予他必要的手段。Merchteen也是一名为公爵服务的司法官员，由于他在档案中的痕迹在1418年后消失，人们认为他在那一年后不久就去世了。在这篇文章中，我们对这一假设提出了质疑，并引用了许多关于男高音和风格的论点，支持Cornicke van Brabant和Voortzetting的一位作者。
{"title":"Hennen van Merchtenen en de Voortzetting van de Brabantsche yeesten (ca. 1430-1450)","authors":"J. Reynaert","doi":"10.5117/nedlet2019.1.001.reyn","DOIUrl":"https://doi.org/10.5117/nedlet2019.1.001.reyn","url":null,"abstract":"\u0000 \u0000 \u0000 Hennen van Merchtenen and the Continuation of the Brabantsche yeesten (ca. 1430-1450): The attribution problem\u0000 \u0000 \u0000 In 1432, a Brabantine poet completed the first of two volumes which together would constitute the Voortzetting van de Brabantsche yeesten, a detailed account of the more recent history of the duchy of Brabant, meant as a complement to the authoritative history of Brabant, the Brabantsche yeesten, which Jan van Boendale had finalised about the middle of the fourteenth century. As a whole, the Voortzetting would cover the period from about 1350 until the birth of Philip the Good’s son, the later Charles the Bold, in 1433. The text is anonymous, but some historians have seriously considered an attribution to Hennen van Merchtenen, the author of a Chronicle of Brabant (Cornicke van Brabant), presented to duke John IV in 1415, in which Merchtenen committed himself to a much more important historical work, on condition that the necessary means were granted to him. Merchtenen was also a judicial officer in the service of the duke, and, because his traces in the archives disappear after 1418, it was assumed that he had died relatively shortly after that year. In this article, we contest this assumption and adduce a number of arguments concerning tenor and style in favour of one authorship for the Cornicke van Brabant and the Voortzetting.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41506235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.5117/NEDLET2019.1.003.LAUR
Tom Laureys
‘The Monarch is there for the common; the common not for the Monarch.’ Governmental reflections in three Dutch revenge tragedies (1638-1645) Although early modern Dutch revenge tragedies have for a long time been studied in the light of the idea that passions need to be restrained, there is an inseparable political dimension connected to such plays. In the three revenge tragedies discussed in this contribution (1638-1645), the royal sovereignty of the political rulers degenerates into tyranny. The sovereign paradigm, however, rouses dismay among several dramatis personae. Frequently, we hear critical and dissenting voices, which explicitly oppose the conception of sovereignty as it is advocated by the potentates. In this article, I consider the question whether in the criticism of the old, sovereign conception of power (souveraineté) an apology for a new, alternative policy is articulated, which Foucault termed gouvernementalité. Moreover, I argue that the revenge plays participate in the discursive context of Frederick Henry’s potential expansion of power in the period around 1640.
{"title":"‘De Vorst is om ’t gemeen; ’t gemeen niet om de Vorst.’*","authors":"Tom Laureys","doi":"10.5117/NEDLET2019.1.003.LAUR","DOIUrl":"https://doi.org/10.5117/NEDLET2019.1.003.LAUR","url":null,"abstract":"\u0000 \u0000 \u0000 ‘The Monarch is there for the common; the common not for the Monarch.’ Governmental reflections in three Dutch revenge tragedies (1638-1645)\u0000 \u0000 \u0000 Although early modern Dutch revenge tragedies have for a long time been studied in the light of the idea that passions need to be restrained, there is an inseparable political dimension connected to such plays. In the three revenge tragedies discussed in this contribution (1638-1645), the royal sovereignty of the political rulers degenerates into tyranny. The sovereign paradigm, however, rouses dismay among several dramatis personae. Frequently, we hear critical and dissenting voices, which explicitly oppose the conception of sovereignty as it is advocated by the potentates. In this article, I consider the question whether in the criticism of the old, sovereign conception of power (souveraineté) an apology for a new, alternative policy is articulated, which Foucault termed gouvernementalité. Moreover, I argue that the revenge plays participate in the discursive context of Frederick Henry’s potential expansion of power in the period around 1640.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45918031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.5117/NEDLET2019.1.004.GLAS
F. D. Glas
Publishers’ marketing strategies in exploiting literary oeuvres. The case of the Dutch author Arthur van Schendel (1874-1946) In two ways, publishers of Dutch literature were keen to promote the body of work of their prolific writers. On the one hand they tried to reach as broad as possible an audience for individual book titles, on the other they aimed to build a solid reputation for the writers on their lists. This paper looks into the publishers’ marketing strategies and maps the extent to which the publishers had room for influencing the literary reputations of their authors. It focuses on the work of Arthur van Schendel (1874-1946) whose books were published for the most part by the Amsterdam-based publishing company of Meulenhoff.
出版商利用文学作品的营销策略。荷兰作家亚瑟·范·申德尔（Arthur van Schendel，1874-1946）在两个方面，荷兰文学出版商热衷于宣传他们多产作家的作品。一方面，他们试图为各个书名吸引尽可能广泛的读者，另一方面，为了给名单上的作家建立稳固的声誉。本文探讨了出版商的营销策略，并绘制了出版商影响作者文学声誉的空间。它聚焦于Arthur van Schendel（1874-1946）的作品，他的书大部分由总部位于阿姆斯特丹的Meulenhoff出版公司出版。
{"title":"De uitgeversrol in het succes van een Nederlandstalig literair auteur","authors":"F. D. Glas","doi":"10.5117/NEDLET2019.1.004.GLAS","DOIUrl":"https://doi.org/10.5117/NEDLET2019.1.004.GLAS","url":null,"abstract":"\u0000 \u0000 \u0000 Publishers’ marketing strategies in exploiting literary oeuvres. The case of the Dutch author Arthur van Schendel (1874-1946)\u0000 \u0000 \u0000 In two ways, publishers of Dutch literature were keen to promote the body of work of their prolific writers. On the one hand they tried to reach as broad as possible an audience for individual book titles, on the other they aimed to build a solid reputation for the writers on their lists. This paper looks into the publishers’ marketing strategies and maps the extent to which the publishers had room for influencing the literary reputations of their authors. It focuses on the work of Arthur van Schendel (1874-1946) whose books were published for the most part by the Amsterdam-based publishing company of Meulenhoff.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46949391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.5117/nedlet2019.1.002.lass
A. Lassche, A. Visser
Readers in the margins of Vondel’s Palamedes: A census of seventeenth-century editions in public collections This article explores how Joost van den Vondel’s politically charged play Palamedes (first published in 1625) was read in the seventeenth century. It presents the findings of a systematic and focused census of copies of 25 seventeenth-century editions that have been preserved in public collections. Inspection of 150 copies has resulted in identifying 32 copies with manuscript annotations. Viewed together these annotated copies show the importance of different forms of collective reading. Two general patterns can be distinguished, documenting on the one hand different forms of rhetorical and stylistic analysis, made for didactic or studious use. Another category reveals a persistent interest in decoding, remembering, and sharing the political meaning of the play. This category includes a set of annotations that probably derived from Vondel’s biographer Geeraert Brandt, which circulated in manuscript before appearing in print in 1705. As an exercise in census-research, this case also confirms the idea of the long life of the book, documenting extended use and enrichment of individual copies.
{"title":"Lezers in de marges van Vondels Palamedes","authors":"A. Lassche, A. Visser","doi":"10.5117/nedlet2019.1.002.lass","DOIUrl":"https://doi.org/10.5117/nedlet2019.1.002.lass","url":null,"abstract":"\u0000 \u0000 \u0000 Readers in the margins of Vondel’s Palamedes: A census of seventeenth-century editions in public collections\u0000 \u0000 \u0000 This article explores how Joost van den Vondel’s politically charged play Palamedes (first published in 1625) was read in the seventeenth century. It presents the findings of a systematic and focused census of copies of 25 seventeenth-century editions that have been preserved in public collections. Inspection of 150 copies has resulted in identifying 32 copies with manuscript annotations. Viewed together these annotated copies show the importance of different forms of collective reading. Two general patterns can be distinguished, documenting on the one hand different forms of rhetorical and stylistic analysis, made for didactic or studious use. Another category reveals a persistent interest in decoding, remembering, and sharing the political meaning of the play. This category includes a set of annotations that probably derived from Vondel’s biographer Geeraert Brandt, which circulated in manuscript before appearing in print in 1705. As an exercise in census-research, this case also confirms the idea of the long life of the book, documenting extended use and enrichment of individual copies.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46329611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.5117/NEDLET2018.3.002.VAN
F. Dietz, dai, E. Stronks, L. A. van der Deijl
Literary research in the classroom. Research education using LitLab.nl and the Geschiedenis van de Nederlandse literatuur In Dutch secondary schools, pupils rarely learn how to research Dutch language and literature. While other school subjects promote the development of disciplinary research skills, the curriculum of Dutch lacks a similar focus. As a result, secondary school pupils are taught to treat the Dutch literary history as a collection of literary and historical facts rather than a status questionis of the current field of literary scholarship. In this article we argue that the connection between the Geschiedenis van de Nederlandse literatuur (GNL) and LitLab.nl – a digital laboratory for literary research on secondary schools – could support the development of a scientific research disposition and facilitate the shaping of pupils as literary researchers. We discuss the theoretical and didactic background of LitLab in order to demonstrate how an adjusted and more accessible version of the new GNL could be integrated in the curriculum by using LitLab as a medium.
{"title":"Literatuur leren onderzoeken in de klas","authors":"F. Dietz, dai, E. Stronks, L. A. van der Deijl","doi":"10.5117/NEDLET2018.3.002.VAN","DOIUrl":"https://doi.org/10.5117/NEDLET2018.3.002.VAN","url":null,"abstract":"\u0000 \u0000 \u0000 Literary research in the classroom. Research education using LitLab.nl and the Geschiedenis van de Nederlandse literatuur\u0000 \u0000 In Dutch secondary schools, pupils rarely learn how to research Dutch language and literature. While other school subjects promote the development of disciplinary research skills, the curriculum of Dutch lacks a similar focus. As a result, secondary school pupils are taught to treat the Dutch literary history as a collection of literary and historical facts rather than a status questionis of the current field of literary scholarship. In this article we argue that the connection between the Geschiedenis van de Nederlandse literatuur (GNL) and LitLab.nl – a digital laboratory for literary research on secondary schools – could support the development of a scientific research disposition and facilitate the shaping of pupils as literary researchers. We discuss the theoretical and didactic background of LitLab in order to demonstrate how an adjusted and more accessible version of the new GNL could be integrated in the curriculum by using LitLab as a medium.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46487852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.5117/NEDLET2018.3.006.BERN
L. Bernaerts, Veerle Uyttersprot, K. V. D. Haven
Learning through literary knowledge: a transhistorical perspective The teaching of literature in high school should always do justice to the specificity of literary knowledge, which requires and can improve a range of competences. The knowledge that emerges from reading literature cannot be reduced to a certain content or theme, it should be understood as an experiential knowledge that is shaped by the formal strategies of the work as well as the interaction between the original context and the context of reading. This article offers a transhistorical reading of the theme of migration in three literary works (Renout van Montalbaen, Spaanschen Brabander and La Superba) which demonstrates how a classroom reading can recognize the nature of literary knowledge in order to advance the student’s competences on several levels (personal development, cultural knowledge, aesthetic training, social competences). In that way, the article want to emphasize that the levels often set apart by literature pedagogy are actually strongly interlinked.
通过文学知识学习：一个跨历史的视角高中文学教学应该始终公正地对待文学知识的特殊性，这需要并可以提高一系列能力。从阅读文学中产生的知识不能归结为某一内容或主题，它应该被理解为一种经验知识，它是由作品的形式策略以及原始语境与阅读语境之间的互动所塑造的。本文对三部文学作品（Renout van Montalbaen、Spaanschen Brabander和La Superba）中的移民主题进行了跨历史阅读，展示了课堂阅读如何认识到文学知识的本质，从而在几个层面上提高学生的能力（个人发展、文化知识、审美训练和社会能力）。通过这种方式，文章想强调的是，文学教育学经常划分的层次实际上是紧密相连的。
{"title":"Leren door literaire kennis","authors":"L. Bernaerts, Veerle Uyttersprot, K. V. D. Haven","doi":"10.5117/NEDLET2018.3.006.BERN","DOIUrl":"https://doi.org/10.5117/NEDLET2018.3.006.BERN","url":null,"abstract":"\u0000 \u0000 \u0000 Learning through literary knowledge: a transhistorical perspective\u0000 \u0000 \u0000 The teaching of literature in high school should always do justice to the specificity of literary knowledge, which requires and can improve a range of competences. The knowledge that emerges from reading literature cannot be reduced to a certain content or theme, it should be understood as an experiential knowledge that is shaped by the formal strategies of the work as well as the interaction between the original context and the context of reading. This article offers a transhistorical reading of the theme of migration in three literary works (Renout van Montalbaen, Spaanschen Brabander and La Superba) which demonstrates how a classroom reading can recognize the nature of literary knowledge in order to advance the student’s competences on several levels (personal development, cultural knowledge, aesthetic training, social competences). In that way, the article want to emphasize that the levels often set apart by literature pedagogy are actually strongly interlinked.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42361133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.5117/NEDLET2018.3.004.VLIE
F. Dietz, G.L.J. van Vliet
Karel, Reynaert – and the others? The broadness of the concept ‘literature’ in secondary education Current scholarship on historical Dutch literature – as reflected by the Geschiedenis van de Nederlandse literatuur (GNL) – is characterized by its broad definition of ‘literature’. This article examines whether the ambition to look beyond the literary canon impacted on historical literature education in secondary schools. On the basis of a survey among former pupils of 72 secondary schools in the Netherlands and an analysis of the download data of the website scholieren.com, we reveal that secondary schools generally prescribe a small set of canonical books. We also conduct a case study on Tekst in Context – a series of historical texts for pupils – which includes the analysis of its content and sales figures, and interviews with secondary school teachers. We demonstrate that Tekst in Context on the one hand supports a dynamic approach to the literary canon (since it includes some unknown texts and reflects on the changeability of esthetic judgements), but most of all enhanced the canonical status of texts (as most Tekst in Context issues focus on canonical texts, and these issues are by far the most popular ones). So the dynamic canon approach, as supported by the GNL, hardly impacted on current secondary education.
卡雷尔，雷纳特，还有其他人?当前关于荷兰历史文学的学术研究——如Geschiedenis van de Nederlandse literature (GNL)所反映的那样——以其对“文学”的广泛定义为特征。本文考察了超越文学经典的抱负是否影响了中学历史文学教育。根据对荷兰72所中学前学生的调查和对scholieren.com网站下载数据的分析，我们发现中学通常会规定一小套经典书籍。我们还对Tekst in Context进行了案例研究，这是一系列针对学生的历史教科书，其中包括对其内容和销售数据的分析，以及对中学教师的采访。我们证明，语境测试一方面支持文学经典的动态方法(因为它包括一些未知的文本，并反映了审美判断的可变性)，但最重要的是增强了文本的规范地位(因为大多数语境测试问题关注的是规范文本，这些问题是迄今为止最受欢迎的问题)。因此，在GNL的支持下，动态经典方法对当前的中等教育几乎没有影响。
{"title":"Karel, Reynaert – en de anderen?","authors":"F. Dietz, G.L.J. van Vliet","doi":"10.5117/NEDLET2018.3.004.VLIE","DOIUrl":"https://doi.org/10.5117/NEDLET2018.3.004.VLIE","url":null,"abstract":"\u0000 \u0000 \u0000 Karel, Reynaert – and the others? The broadness of the concept ‘literature’ in secondary education\u0000 \u0000 \u0000 Current scholarship on historical Dutch literature – as reflected by the Geschiedenis van de Nederlandse literatuur (GNL) – is characterized by its broad definition of ‘literature’. This article examines whether the ambition to look beyond the literary canon impacted on historical literature education in secondary schools. On the basis of a survey among former pupils of 72 secondary schools in the Netherlands and an analysis of the download data of the website scholieren.com, we reveal that secondary schools generally prescribe a small set of canonical books. We also conduct a case study on Tekst in Context – a series of historical texts for pupils – which includes the analysis of its content and sales figures, and interviews with secondary school teachers. We demonstrate that Tekst in Context on the one hand supports a dynamic approach to the literary canon (since it includes some unknown texts and reflects on the changeability of esthetic judgements), but most of all enhanced the canonical status of texts (as most Tekst in Context issues focus on canonical texts, and these issues are by far the most popular ones). So the dynamic canon approach, as supported by the GNL, hardly impacted on current secondary education.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5117/NEDLET2018.3.004.VLIE","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44099494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.5117/NEDLET2018.3.003.BAX
S. Bax, E. Mantingh
A web of 20th century Dutch literature. Towards a new approach for teaching 20 th century literary history This article presents the first results of work-in-progress of a teacher development team that works on teaching Dutch 20th century literature. The starting point of this project was: so-called modern literature has to be dealt with as a phenomenon that is historical to students in secondary education. Our analysis of the main problems that teachers experience with 20th century literary history has led to a set of principles that will serve as guidelines for the design of a model for teaching 20th century literature. We present a first draft of this model that aims to offer a series of lessons in a digital framework resembling a network of texts. This web of 20th century literature will combine two perspectives: at the one hand a contextual perspective on the literary text (‘text in context’), in which a central literary text is compared to contemporary historical texts and developments, at the other hand a longitudinal perspective (‘text in frame’), in which the text is compared to texts and developments from different time periods by using transhistorical themes or frames. The development of the first series of lessons according to our guidelines provides insights that will contribute to a next version of the web under construction.
{"title":"Een web van twintigste-eeuwse literatuur","authors":"S. Bax, E. Mantingh","doi":"10.5117/NEDLET2018.3.003.BAX","DOIUrl":"https://doi.org/10.5117/NEDLET2018.3.003.BAX","url":null,"abstract":"\u0000 \u0000 \u0000 A web of 20th century Dutch literature. Towards a new approach for teaching 20\u0000 \u0000 \u0000 \u0000 th\u0000 \u0000 \u0000 \u0000 century literary history\u0000 \u0000 \u0000 This article presents the first results of work-in-progress of a teacher development team that works on teaching Dutch 20th century literature. The starting point of this project was: so-called modern literature has to be dealt with as a phenomenon that is historical to students in secondary education. Our analysis of the main problems that teachers experience with 20th century literary history has led to a set of principles that will serve as guidelines for the design of a model for teaching 20th century literature. We present a first draft of this model that aims to offer a series of lessons in a digital framework resembling a network of texts. This web of 20th century literature will combine two perspectives: at the one hand a contextual perspective on the literary text (‘text in context’), in which a central literary text is compared to contemporary historical texts and developments, at the other hand a longitudinal perspective (‘text in frame’), in which the text is compared to texts and developments from different time periods by using transhistorical themes or frames. The development of the first series of lessons according to our guidelines provides insights that will contribute to a next version of the web under construction.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5117/NEDLET2018.3.003.BAX","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43412887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-29DOI: 10.5117/NEDLET2018.3.007.WITT
T. Witte
The art of teaching. About the promising future of literature education Literature as a serious art form is losing ground. Also in secondary education, literature has lost its sacrosanct position. Young people are reading fewer and fewer books. This also means that the functional illiteracy of socially vulnerable groups increases and the writing and reading skills of students is often below par. To reverse the tide, it is important to re-legitimize literature education. An overview of the functions of literature education shows that teaching of literature is of essential importance for language development, cultural socialization and personal education of students, and fits very well with the general aims of (secondary) education. Teachers see the decline in reading habits and motivation of many students as one of the greatest didactic problems. To turn the tide, it is therefore also important that the teaching of literature is at its best: that it motivates students to read books, that it enables them to develop their literary competence, and that it contributes to their cultural socialization. To this end, a didactic theory is set out in seven axioms that enables literature and reading of books to be firmly anchored in the curriculum. The article concludes with the axiom that for good (literature) education a strong professional community of teachers, teacher trainers and university specialists is necessary.
{"title":"De kunst van het onderwijzen","authors":"T. Witte","doi":"10.5117/NEDLET2018.3.007.WITT","DOIUrl":"https://doi.org/10.5117/NEDLET2018.3.007.WITT","url":null,"abstract":"\u0000 \u0000 \u0000 The art of teaching. About the promising future of literature education\u0000 \u0000 \u0000 Literature as a serious art form is losing ground. Also in secondary education, literature has lost its sacrosanct position. Young people are reading fewer and fewer books. This also means that the functional illiteracy of socially vulnerable groups increases and the writing and reading skills of students is often below par. To reverse the tide, it is important to re-legitimize literature education. An overview of the functions of literature education shows that teaching of literature is of essential importance for language development, cultural socialization and personal education of students, and fits very well with the general aims of (secondary) education. Teachers see the decline in reading habits and motivation of many students as one of the greatest didactic problems. To turn the tide, it is therefore also important that the teaching of literature is at its best: that it motivates students to read books, that it enables them to develop their literary competence, and that it contributes to their cultural socialization. To this end, a didactic theory is set out in seven axioms that enables literature and reading of books to be firmly anchored in the curriculum. The article concludes with the axiom that for good (literature) education a strong professional community of teachers, teacher trainers and university specialists is necessary.","PeriodicalId":39266,"journal":{"name":"Nederlandse Letterkunde","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5117/NEDLET2018.3.007.WITT","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45835898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：