De Nederlandse literatuur uit de zestiende eeuw is rijk aan humor - er zijn veel humoristische teksten overgeleverd. In dit boek worden deze teksten gepresenteerd, met steeds daarbij een moderne vertaling.
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Banckboef, platbroeck, claddorie
Rederijkers maakten - vooral in hun kluchtige stukken - veel gebruik van scheldwoorden. In dit artikel worden er een paar uitgelicht en -gelegd.
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Meneer van Tuyl is zot
De zestiende-eeuwse zotsnaam Van Tuyl is raadselachtig, maar hij zou te maken kunnen met de 'uil', aangezien de uil symbool was voor de zotheid.
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Decades of Childhood : over veranderingen in de verhouding tussen ouders en kinderen in de tweede helft van de twintigste eeuw
Geen samenvatting
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The refrein and the chambers of rhetoric in the early modern Low Countries
Binnen de kamers van retorica namen de refereinen een aparte plaats in. Goede refereinen waren gebonden aan strikte regels en werden op de juiste manier voorgedragen op festivals waar de beste refereinen werden bekroond met een prijs. In dit artikel worden de drie prijswinnenende refereinen van het Rotterdamse rhetorijcfeest van 1561 onder de loep genomen.
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The influence of Le chevalier délibéré on Late Medieval Dutch literature
Le chevalier délibéré by Olivier de la Marche is now largely forgotten. Immediately after its publication in 1483, however, it enjoyed great success. The text was disseminated throughout Europe and was held in particularly high esteem in the French-speaking parts of the Netherlands. Such was its popularity in this region that it came to have a profound effect on Dutch literature. The text was translated twice into Dutch, by Pieter Willemsz in 1492, as Vanden ridder welghemoet, and by Jan Pertcheval a year later
as Den camp vander doot. Two very early editions offtie original French text were also published in the Netherlands. Moreover, wood cuts from the book were used in other volumes, and the first Spanish translations of Le chevalier délibéré were printed in Antwerp. Several Dutch authors were also directly inspired by this French poem, using it as the basis of their own work. Jan vaA den Dale and Jan Baptist. Hb,uwaer¥are particularly indebted to de la Marche. These writers were in turn highly successful, even if they have now lapsed into obscurity: Jan van den Dale was held in especially high regard, as his Wre vander doot was reprinted at least five times.
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Vanden ,X, esels, Mechelen and Burgundian literature
De vraag wat Bourgondische letterkunde is, is niet eenduidig te beantwoorden daar ruimte en tijd van invloed zijn op de definitie.
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Jan van Beverley
Zestiende-eeuws mirakelspel / leesdrama over de heilige Jan van Beverley, teksteditie, vertaling en lessen voor het voortgezet onderwijs.
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Sixteenth century reckoners versus twenty-first century problem solvers
In this chapter, the focus is on arithmetic which for the Netherlands as a trading nation is a crucial part of the mathematics curriculum.The chapter goes back to the roots of arithmetic education in the sixteenth century and compares it with the current approach to teaching arithmetic. In the sixteenth century, in the Netherlands, the traditional arithmetic method using coins on a counting board was replaced by written arithmetic with Hindu–Arabic numbers. Many manuscripts and books written in the vernacular teach this new method to future merchants, money changers, bankers, bookkeepers, etcetera. These students wanted to learn recipes to solve the arithmetical problems of their future profession. The books offer standard algorithms and many practical exercises. Much attention was paid to memorising rules and recipes, tables of multiplication and other number relations. It seems likely that the sixteenth century craftsmen became skilful reckoners within their profession and that was sufficient. They did not need mathematical insight to solve new problems. Five centuries later we want to teach our students mathematical skills to survive in a computerised and globalised society. They also need knowledge about number relations and arithmetical rules, but they have to learn to apply this knowledge flexibly and meaningfully to solve new problems, to mathematise situations, and to evaluate, interpret and check output of computers and calculators. The twenty-first century needs problem solvers, but to acquire the skills of a good problem solver a firm knowledge base—comparable with that of the sixteenth century reckoner—is still necessary.
