ArgumentLinking up with recent studies on the experience of space and place in modern youth literature, this article analyzes how the “journey” as a narrative line and motif transformed Dutch early modern travel books for children from classical teaching instruments into explorative knowledge places. In the popular seventeenth-century Glorious and Fortunate Journey to the Holy Land, young readers were invited to travel within the book, which was presented as a place that covers material pages to observe as well as imagined places to read about. Eighteenth-century travel books, for example written by Joachim Heinrich Campe, shifted from an inner to an empirical mode of travelling. They raised the suggestion that they offered unmediated observations and travel experiences, as if reading about places was equal to seeing places. Since travel literature facilitated active knowledge quisition among youngsters, but also left little room for autonomous innovations or different interpretations, this article reveals the emancipatory as well as restrictive character of such places of learning. By turning reading into a kind of travelling, travel books served as a substitute for travel.

中文翻译：

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早期现代旅行故事中的中介教育：旅行故事如何促进儿童的经验学习

论点本文结合现代青年文学中空间与场所体验的最新研究，分析“旅程”作为叙事线和母题如何将荷兰早期现代儿童游记从经典的教学工具转变为探索性的知识场所。在流行的十七世纪光荣而幸运的圣地之旅，年轻的读者被邀请在书中旅行，这本书被呈现为一个涵盖了可供观察的材料页面以及可以阅读的想象场所的地方。18 世纪的旅行书籍，例如由 Joachim Heinrich Campe 撰写的旅行书籍，从内在旅行模式转变为经验旅行模式。他们提出了这样的建议，即他们提供了无中介的观察和旅行体验，就好像阅读地方等于看到地方一样。由于旅游文学促进了青少年主动的知识获取，但也没有多少自主创新或不同解释的空间，本文揭示了这些学习场所的解放性和限制性。通过将阅读变成一种旅行，旅行书成为了旅行的替代品。