Not Entirely Liberal

Up to this point in my observations of the Dutch lifestyle and identity, I have seen nothing but the liberal aspects of life. I have seen the Red Light District, the hash, the public urinals. But now after venturing to Utrecht and discussing more serious topics, I know that visual observation of the city alone provides a skewed view of the country as a whole. While the city at first glance appears to be nothing more than canals and houseboats, gorgeous architecture and easy-going attitudes, there is a lot beneath the surface, particularly within the country's educational and political systems, that presents a great deal of information with which to contemplate true Dutch identity.

I was greatly surprised by the notion of a predetermined education and career path as it exists within this culture, the very culture that stresses "unification, equal opportunity, and no exclusion," as were the words of the female speaker on Wednesday. I truly believe opportunities begin for its citizens through an education, and it remains evident that Dutch society stresses education as a means of success. With this in mind, I could not help but rule the speaker's words and these claims of national equality as an innate contradiction. First, I do not think a child's mind, and therefore his or her test results at the undeveloped age of 11 years, can truly determine the child's potential mental capacity as an adult. This system at its very foundation implements a form of hierarchy, as someone will always lose while another wins. Never will every single participant possess equal chance.

As a child I did not always test well. Had this been the defining factor of my future endeavors, or rather the endeavors available to me, I would not have had the opportunity to pursue the goals I have just recently accomplished. I am therefore very skeptical of the country's definition of "equal opportunity." I was confused by the female speaker's response during the panel discussion at the university in which she claimed equal opportunity resides in the students ability to study well for the test. In my opinion, as a system of equality, the Netherlands would have to give its students an active role in choosing a preferable track. It is due to this skewed definition of equal opportunity that I find fault with the system.

Otherwise, I find certain aspects of the system effective. I like that high schools in the Netherlands function as a form of higher education for those who "choose" not to go on pursue a university education. I believe high schools in America should offer a vocational education track to increase the value of the high school diploma for those choosing to enter the work force immediately after graduation. So long as choice is involved, I believe this system offers great opportunity. In a country that values choice, I am surprised and confused that individual choice does not play a part in education.

 

Sophia