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By Frits van Oostrom

Many imagine they comprehend the legends at the back of tulipmania and the legacy of the Dutch East India Tea corporation, yet what easy wisdom of Dutch heritage and tradition will be handed directly to destiny generations? A Key to Dutch heritage and its ensuing assessment of ancient highlights, assembled by way of a few experts in session with the Dutch normal public, presents a thought-provoking and well timed answer.  The democratic procedure in the back of the amount is akin to the way the Netherlands has succeeded for hundreds of years at collective craftsmanship, and says as a lot in regards to the Netherlands as does the result of the reviews voiced.

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The power of recognition and repetition may have an added value, provided justice is also done to the progression and enrichment which a pupil ought to experience by the later review of the material. This ambition is, incidentally, more or less in line with an established practice in Dutch education (whereby secondary education – certainly in the factual subjects – repeats a great deal of that which was also dealt with in primary education). 30 28 At the time, the De Wit 1998 committee decided on a similar focus.

For the sake of acceptance of our “range of ideas” we prefer to present a draft that stimulates rather than a plethora. After all, there is plenty of time for further development, if desired. (Cf. ) At the same time, the decision to limit makes it essential that the canon does not wither into a kind of emergency ration, but has an active stimulating effect. ), however arresting and, in a certain sense, attractive such instruments can be in this day and age. The canon is, however, no shopping list.

That does not mean that the canon has to be presented to children aged between seven and fourteen in the same way. From the point of view of psychological development, a significant shift takes place when children reach the age of around twelve. It is no coincidence that the transfer from primary to secondary education takes place at around the same age. When children are at primary school age, they generally benefit from concrete impressions and contents. As they grow older, they become more able to establish links and to think in abstract terms.

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