Hein Boeken - P.C. Boutens - Carry van Bruggen - Louis Couperus - Reinier van Genderen Stort - mej. E.C. Knappert - J.H. Leopold- Johan de Meeste r- Top Naeff- het echtpaar Simons-Mees - Nico van Suchtelen- prof. Vogelsang en Het Congres.
The optical lantern was the central medium through which Art History professor Willem Vogelsang (1875-1954) taught his students ‘how to see’. As the first ordinarius in Art History in the Netherlands, Vogelsang focused on creating the right educational setting to turn his students into professional art historians. In his lectures the optical lantern and its projected images functioned as a didactic instrument to make his students (visually) understand compositional and stylistic differences and similarities within and between artworks. The lantern allowed Vogelsang to visually open up the world of art history to a whole new generation of art historians.
Musicology became a fully-fledged academic study in the Netherlands in 1930 when both the Chair in Musicology and the Institute for Music History were founded at Utrecht University. Using sources such as archives, newspapers, personal memories of old studies in letters, and a talk on the occasion of the 50th anniversary of the institute, this article describes the history of musicology Utrecht, its curriculum and what the first professor in musicology Albert Smijers expected of his students in the first decade of the institute’s existence.
De twintigste eeuw was een periode van revolutionaire ontwikkelingen in de astronomie en meteorologie. Ook Nederlanders hebben poinierswerk verricht bij het onderzoek van weer en klimaat, van Zon en kometen, de vorming en evolutie van sterren, het ijle gas in de insterstellaire ruimte, de structuur van de Melkweg en van andere sterrenstelsels en van het ontstaan van het heelal. Ook hebben zij een hoofdrol gespeeld bij de ontwikkeling van nieuwe instrumenten die dit grensverleggende onderzoek mogelijk maakten.
Kees de Jager's lange leven is rijk aan ervaringen, observaties en resultaten. Jaren geleden besloot hij deze op schrift te stellen, wat leidde tot scherpzinnige, humorvolle en gepassioneerde columns in het magazine Zenit. De terugblik was geboren en tot op de dag van vandaag levert Kees de Jager elke maand een nieuwe column. Ter ere van zijn honderdste levensjaar zijn deze columns gebundeld in de uitgave ‘Terugblik-2.
This study provides a historical analysis of Freudenthal’s didactic ideas and his didactic career. It is partly biographical, but also contributes to the historiography of mathematics education and addresses closely related questions such as: what is mathematics and where does it start? Which role does mathematics play in society and what influence does it have on the prevailing views concerning its accompanying didactics?. Hans Freudenthal (1905–1990), professor in mathematics, scientist, literator, but above all mathematics-educator, was inextricably linked to the changes which took place in mathematics education and didactics during the second half of the last century. His diversity as a scientist and his inexhaustible efforts to establish the didactics of mathematics as a seriously pursued science, made Freudenthal's influence in this area considerable. He foresaw an essential, practical role for mathematics in everyone’s life, encouraging students to discover and create mathematics themselves, instead of imposing a ready-made mathematical system. The theory of mathematics education thus developed in the Netherlands would gain world fame in the following decades. Today, in the light of the discussions about mathematics education, in which the call for `genuine’ mathematics instead of the so-called 'kindergarten'-mathematics can be heard, Freudenthal's approach seems to be passé. However, the outcome of this study (which is mainly based on documents from Freudenthal’s vast personal archive) shows a more refined picture. The direct identification of 'kindergarten'-mathematics with Freudenthal’s view on mathematics education is not justified. 'Realistic mathematics' as advocated by Freudenthal includes more than just a practical introductory and should, among other things, always aim at teaching 'genuine' mathematics in the end.