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 Stern (1871–1938), the Dutch educationalist Philipp Abraham Kohnstamm (1875–1951), the German philosopher Theodor Litt (1880–1962), and Edmund Husserl’s (1859–1938) philosophy of phenomenology. Further, Langeveld borrowed a phrase from the medieval theology of Thomas Aquinas (1225–1274) as the key idea of his theory. Last, Langeveld’s theory incorporates the important topics of the first decades of the twentieth century. In particular, the coinciding philosophies of personalism and phenomenology in the context of anti-positivist movements shed new light on Langeveld’s theory.</p

Positional mapping of loci in the DiGeorge critical region at chromosome 22q11 using a new marker (D22S183)

The majority of patients with DiGeorge syndrome (DGS) and velo-cardio-facial syndrome (VCFS) and a minority of patients with non-syndromic conotruncal heart defects are hemizygous for a region of chromosome 22q11. The chromosomal region that is commonly deleted is larger than 2 Mb. It has not been possible to narrow the smallest region of overlap (SRO) of the deletions to less than ca 500 kb, which suggests that DGS/VCFS might be a contiguous gene syndrome. The saturation cloning of the SRO is being carried out, and one gene (TUPLE1) has been identified. By using a cosmid probe (M51) and fluorescence in situ hybridization, we show here that the anonymous DNA marker locus D22S183 is within the SRO, between TUPLE1 and D22S75 (probe N25). A second locus with weak homology to D22S183, recognized by cosmid M56, lies immediately outside the common SRO of the DGS and VCFS deletions, but inside the SRO of the DGS deletions. D22S183 sequences are strongly conserved in primates and weaker hybridizing signals are found in DNA of other mammalian species; no transcripts are however detected in polyA+ RNA from various adult human organs. Probe M51 allows fast reliable screening for 22q11 deletions using fluorescence in situ hybridization. A deletion was found in 11 out of 12 DGS patients and in 3 out of 7 VCFS patients. Two patients inherited the deletion from a parent with mild (atypical) symptoms

The formation of personhood in the educational theories of Philipp Abraham Kohnstamm and Martinus Jan Langeveld

This study shows how the educational theory of Kohnstamm is based on his elaboration of the philosophy of personalism. It follows that personhood formation should be understood as the becoming of a personality. This implies an educational process that, in addition to developing uniqueness and individuality, is also aimed at learning to make moral choices. From this study it ensues that personhood formation can likewise be understood as educating a child to listen to the voice of its conscience. In Kohnstamm’s understanding, this can be regarded as the voice of God. The family is the primary place of personhood formation in his theory, yet he also stressed that personhood formation is mainly self-formation. It is a process of discovering one’s own unique convictions. Another important idea in the process of personhood formation is learning to bear responsibility. As a child grows, so does this responsibility. Again, parents play the most important role in this process, but the contact between a child and a teacher or youth leader is also personhood-forming. Didactic forms of education can also contribute to this, as can subjects such as visual education, literature, drama and movement education. It is important for the educational modality to ensure that a child is formed into an individual in community. In the theory of Langeveld, personhood formation means becoming a ‘self-responsible self-determining personality’. Hereby Langeveld envisaged an education that allows for the child (the person) to discover who they are and understand why they make certain choices (self-determination). This comprises a process of formation in which both freedom and bearing responsibility increase. The role of the child as co-determinant subject in the process of personhood formation is stressed in Langeveld’s theory. An important (second) aim of Langeveld’s theory is that personhood formation also means the child is not only formed into an autonomous individual, but also learns to bear responsibility for the community. Further, this study evidences that, also in Langeveld’s theory, personhood formation can be equated with conscience formation. This comprises a process of learning to listen to the voice of one’s inner moral authority. The forming would take place primarily as part of the parent-child relationship. Next, this dissertation presents five insights that follow from this historical-educational research while contributing to contemporary discussions on personhood formation

Tingkat Kepatuhan Petani Kentang dalam Membayar Zakat Pertanian di Desa Kersik Tuo Kecamatan Kayu Aro Kabupaten Kerinci

Tulisan ini bertujuan untuk mengetahui pengaruh tingkat pendidkan dan pengetahuan terhadap kepatuhan membayar zakat pendapatan pada petani kentang di Desa Kersik Tuo Kecamatan Kayu Aro Kabupaten Kerinci Metode penelitian yang digunakan dalam pelitian ini ialah&nbsp; kuantitatif, yaitu penelitian yang menekankan pada fenomena-fenomena objektif dan dikaji secara kuantitatif dengan menggunakan teknik pengumpulan data seperti : kuesioner, wawancara, observasi, dan dokumen-dokumen yang berkenaan dengan pokok permasalahan ini. Analisis Sementara hasil dari penelitian ini menunjukkan bahwa tingkat pendidikan dan pengetahuan signifikan mempengaruhi kepatuhan membayar zakat pendapatan pada petani kentang di Desa Kersik Tuo Kecamatan Kayu Aro Kabupaten Kerinci dengan tingginya tingkat pendidikan petani maka kepatuhannya terhadap zakat menunjukan nilai thitung &nbsp;4,945 &gt; ttabel 1,944 serta memiliki nilai probabilitasnya sebesar 0,000 yang lebih kecil dari 0,05. pengetahuan terhadap zakat menunjukan nilai thitung&nbsp; 2,960 &gt; ttabel 1,944 serta memiliki nilai probabilitasnya sebesar 0,004 yang lebih kecil dari 0,05

Communication about education and educational science - general pedagogy on an international level. On the contributions by Paul Smeyers, Marc Depaepe et al

Es ist ja nicht alltäglich, dass eine Gruppe von Forschern, meist außerdeutscher Provenienz, die sich mit Theorie und Geschichte der Erziehung und der Erziehungswissenschaft (in westlichen Kulturen) beschäftigt, nach 15 Jahren gemeinsamer Kommunikation die Gelegenheit erhält, öffentlich Rechenschaft über ihre Arbeit abzulegen. Die Gruppe - für deutsche, an die DFG gewöhnte Ohren etwas irritierend als "Forschungsgemeinschaft" bezeichnet - versammelt sich unter dem Leitthema "Philosophy and History of the Discipline of Education" seit 1999 in Leuven (Belgien), finanziell bis heute unterstützt vom flandrischen Fonds für wissenschaftliche Forschung (FWO), einem funktionalen Äquivalent der DFG. Das Thema der Arbeit wurde später zuerst mit dem Nachsatz "Evaluation and Evolution of the Criteria for Educational Research" spezifiziert, danach und bis heute als "Faces and Spaces of Educational Research" fixiert. Das sind ohne Zweifel zentrale Themen, unverkennbar mit zunehmendem Grad an Allgemeinheit formuliert, aber nicht nur lokal relevant, und schon deswegen lohnt sich die Rezeption dieser Arbeiten. (DIPF/Orig.

The phenomenological orientation of the thoughts of Otto Friedrich Bollnow and of Martinus Jan Langeveld, two of the founders of the German pedagogical anthropology

RESUMEN: Bollnow y Langeveld son reconocidos como dos de los principales fundadores de la antropología pedagógica alemana .Estos autores, a pesar de las diferencias en sus reflexiones, consideran que se inscriben dentro de una perspectiva de trabajo fenomenológica. En el artículo se hace una presentación de los aspectos centrales del pensamiento de estos autores y se enfatiza, sobre todo, en el papel que cada uno de ellos le adjudica al pensamiento antropológico dentro de la pedagogía.ABSTRACT: Bollnow and Langeveld are known as two of the main founders of the German pedagogical anthropology. These authors, despite the differences in their thoughts consider themselves to be within the phenomenological perspective of work. A presentation of the two center points of the theories of these authors is made in this article. Also, emphasis is made on the role that each one has given to the anthropological thought within pedagogy