Places of Engagement

In his book 'Higher Education in 2040 - A Global Approach' (2017) Bert van der Zwaan developed a thought-provoking vision of the university of the future, based on a thorough discussion of current trends and on a large number of conversations with leaders in higher education worldwide

Places of Engagement

In his book 'Higher Education in 2040 - A Global Approach' (2017) Bert van der Zwaan developed a thought-provoking vision of the university of the future, based on a thorough discussion of current trends and on a large number of conversations with leaders in higher education worldwide

Geography in The Netherlands

Geographical thought in Dutch society In May 1999, after years of preparation, the EU Council of Ministers approved the European Spatial Development Perspective (ESDP), a non-binding framework for spatial and regional policies at a European scale. The Netherlands had been one of the pioneers of this project. The ESDP had been given a substantial stimulus at the June 1997 conference of EU Ministers in the Dutch seaside resort of Noordwijk, a meeting about the (un)desirability and feasibility o..

The knowledge curve: combining types of knowledges leads to powerful thinking

Michael Young has written extensively about “powerful knowledge” as the type of knowledge that should be central in education: knowledge that is–among many other things–reliable and potentially testable, that helps us understand the natural and social world, and offers us a language to engage meaningfully in moral and political debates. As a contribution to the powerful knowledge debate, the authors introduce a so-called knowledge curve, depicting types of knowledge along the axes of level of abstraction and degree of explanatory power. They argue that combining elements of knowledge that are situated on different positions on this curve is what makes the use of knowledge and the thinking process powerful. The implications for school geography are illustrated with the example of global south to north migration

Global education in the Dutch Context

The Netherlands have a reasonably good reputation for global education in schools. However, the hardening socio-political climate and the deregulation of education policies give reason for concern. In this paper the authors try to open the black box on what is actually happening in schools in terms of global education, on the basis of case study research in two Dutch cities in 2003 and 2004 and explain current initiatives taken to support teachers in giving and priority to global issues and raising awareness about international issues. (DIPF/Orig.)Die Niederlande haben im Hinblick auf Globales Lernen in Schulen einen guten Ruf. Die Veränderungen des sozialpolitische Klimas und die Deregulierung der Bildungspolitik gegen jedoch Anlass zur Sorge. Bezug nehmend auf eine empirische Fallstudie in zwei Städten in den Niederlanden im Jahr 2003 und 2004 wird dargestellt, wie Globales Lernen in Schulen momentan umgesetzt wird. Zudem werden derzeitige Initiativen vorgestellt, durch die Lehrkräfte darin unterstützt werden, globalen Fragestellungen Vorrang zu geben und Bewusstsein für internationale Themen zu wecken. (DIPF/Orig.

Bologne aux Pays-Bas. L’introduction du système Bachelor-Master dans la géographie universitaire aux Pays-Bas

Van der Vaart Rob. Bologne aux Pays-Bas. L’introduction du système Bachelor-Master dans la géographie universitaire aux Pays-Bas . In: Géographes associés n°27,2003. Quelle géographie enseigner demain à l'Université ? Géoforum de Liège 23 et 25 mai 2003. pp. 31-35