This chapter revisits the main theoretical arguments for freedom of education put forward in the Dutch School Struggle (1806–1920). The first phase of the struggle (1806–57) focused on the right to establish private schools and the second phase (1857–1920) on equal unconditional funding for public and private schools. The conclusion is that freedom of education has yet still not been achieved in the Netherlands due to a failure to prevent encroachment of the cultural sphere by the legal-political and economic-financial sphere. Freedom of education requires ‘sphere sovereignty’; that is, the separation of three tasks: (a) guaranteeing equitable access (rights) to education; (b) ensuring unconditional funding of education; and (c) controlling the quality of education.
This article explores which private moneys qualify as (disruptive) social innovations. A case study into 30 Dutch-based complementary currencies and cryptocurrencies was conducted to understand the functioning of different designs of private money systems as well as the motivations and objectives of involved social innovators. We conclude that private moneys generally can be qualified as social innovations but that their potential for disruptiveness is limited by design. It is the externalities that come with the public and network nature of monetary systems that are likely to impede disruption by private (digital) moneys.
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