Decision-making during the “Tweede Fase”: to what extent does this educational method correspond to the cognitive abilities of a child in the modern society?

Abstract

This article will discuss the conception of the modern child, and what society demands of him. Together, society’s conception and demands of children form the basis of the working model in an educational system. Specifically of interest in this article is a feature of the Dutch educational system, known as the "Tweede Fase". In this system, children are expected to make important decisions about their future, at a relatively young age. These decisions will likely exercise a decisive influence on the decisions they can make later in life, such as their choice of field of study. But are they really capable decision-makers at this point in their lives? What decisions do they make, and what choices do they have? What factors do they base their decisions on? These questions will be investigated from cognitive and neuroscientific perspectives, keeping in mind the realities of the developing brain. The present discussion will be based on Claessen’s article in this volume (2010). Some research suggests that certain skills which people need in order to make good decisions are not fully developed until young adulthood. Such information raises the question of whether a method like the "Tweede Fase" can be expected to be effective, given the actual cognitive abilities of young people in modern society.