Abstract
It is the merit of Helena W. F. Stellwag to have introduced philosophical analysis into Dutch philosophy of education. In 1970, near the end of her academic career (Stellwag was professor of pedagogics1 at the University of Amsterdam until 1970), her book Situatie en relatie (Situation and relation) came out. Its subtitle, Introduction to an Analytic Philosophical Study of Pedagogical Concepts, indicates its analytic nature. Stellwag's motive in undertaking this study was the lack of consistency she observed in the language of education. The same words, central to many a continental treatise on education—words, like pedagogical relation, authority, obedience, responsibility, and trust—are used in many different ways. This situation, according to Stellwag, precludes the development of pedagogics into a true social science, that is, the unity of educational theory and research into educational practice.
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