A Dangerous Age? Secondary education and moral-religious training: The case history of Dutch Jewish secondary education 1880-1940
Many small cultural and religious minorities are confronted with the problem of how to introduce their offspring into their own religious culture and values and at the same time to integrate into society. Often education is considered as the main tool to manage the problem. The historical case of th...
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Routledge
2003
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| In: |
Journal of beliefs and values
Jahr: 2003, Band: 24, Heft: 1, Seiten: 27-38 |
| Online Zugang: |
Volltext (lizenzpflichtig) |
| Zusammenfassung: | Many small cultural and religious minorities are confronted with the problem of how to introduce their offspring into their own religious culture and values and at the same time to integrate into society. Often education is considered as the main tool to manage the problem. The historical case of the Dutch Jews and their perception of Jewish secondary education highlight the arguments in the shaky balance of integration and segregation. Coming from a situation in which Jews were set apart from society before 1850, they intended to integrate but at what price? This article uses source material from Jewish papers in which the discussion about Jewish secondary education dominated the contents from 1890 to 1928, the year in which the first Jewish secondary school was realised. The awareness of puberty as a dangerous age stimulated the discussion and underlined the old and new arguments in favour of their own secondary school as a matter of survival for Jewry. Why it took such a long time before the school was realised was mainly a consequence of the internal struggle between proponents and opponents, who both fostered the strong desire not to be set apart, but at the same time were worried about the increasing assimilation. This article explores to what extent the arguments were based on cultural and religious values and beliefs, and the way in which societal developments strengthened the points of view. |
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| ISSN: | 1469-9362 |
| Enthält: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/1361767032000052971 |