The role of Stichting Lodewijk de Raedt and the Folk High School movement in Flanders.

The roots of the international Folk High School movement can be found in Denmark. The Danish pastor Nicolai Frederik Severin Grundtvig (1783-1872) continued in the promotion of education among all sections of the population. With his vision on the active participation of citizens in the cultural and political life, he has had a decisive impact on emancipation through adult education in Europe. Under the impetus of Grundtvig on November 7, 1844 was the first Danish folk high school opened in Rødding and was inspired by the need to awaken a peasant community to a new sense of responsible nationalism.
In the Netherlands, Jan Nieuwenhuijzen, Dutch Theologian (1724-1806), established in 1784 in Edam the society 'Maatschappij tot Nut van 't Algemeen', which can be seen a the "cradle of community education".

In Belgium, the Flemish Movement played an important role in the origin of Folk High School work. Following independence in 1830, Belgium's history was characterized by three major divergences; e.g. In the fields of language, ideology and the economy. Throughout these divergences the Flemish Movement resisted the current nomenclature and looked for new societal initiative. Lodewijk De Raedt (1870-1914) developed the Flemish economic program. In order to compete with other nations to acquire a sufficiently strong position and to preserve its identity, the Flemish people had to have mental tools such as a Dutch university. Because of his merit as a pioneer of the 'University Extension' in Belgium, the first Folk High School was named the 'Lodewijk De Raedt Foundation' (°1952). Thus, the Lodewijk De Raedt Foundation became executer of the spiritual testament of Lodewijk De Raedt: the strengthening of the power of the Flemish people. The first courses dedicated themselves mainly to stimulate the socio-economic direction in the Flemish Movement, the commonly-Dutch integration within the framework of the BENELUX structure, and the progressive spirit of renewal and cultural renewal through adult education. In the following years the theme of the activities extended. In the research and reports of these activities we can recognise principles and perspectives on non-formal adult education which are also in full development nowadays, as we can speak of adult education in a globalized society. Characteristics as 'conversation and dialogue', 'learning by discovery and experiencing', 'the freedom of setting', all these shape also today the type of education which is established.

As a result of a new decree, in 2004, thirteen new Folk High Schools were founded throughout Flanders and Brussels. The main mission of such a centre is to enhance personal development and social participation through (non-formal) education, culture and community building. They are further defined as an institutionalised form of adult education, which finds place in the autonomous privacy, without finalisation in formal diplomas or certificates, and is not job oriented. The participant acquires knowledge, understanding and skills on behalf of himself and others, for personal development and participation in society. In the analyses of the wide range of activities as also of the opinions of the professionals active in these organisation, we can 're-discover' principles and methods that were already determinant in the role of the Lodewijk De Raedt Foundation and even its precursors in Denmark and the Netherlands.

ISBN:978-90-814354-1-3

Publication year:2009

Keywords:Adult Education, Folk High School Movement