In May 1941, two progressive educationalists, Jozef Emiel Verheyen and Leo Roels, published a new pedagogical journal, "VlaamschePaedagogiek" (Flemish Pedagogy, 1941-1944). The journal aimed to contribute to the development and proliferation of a pedagogy that rooted in the Flemish soil and national character. Verheyen and Roels were convinced that "strong personalities could only prosper in a natural ("volkseigen") atmosphere, carried by [the Flemish] language". By presenting a case-study of "Vlaamsche Paedagogiek," this article documents how, in Flemish progressive educational circles, the discourse shifted in the direction of a "flamingant" antimodern discourse, revolving around notions of character formation, discipline and the Heimat. This article suggests that, in many ways, "Vlaamsche Paedagogiek" was a radicalisation of the journals' predecessor, "Moderne School" (Modern School, 1927-1941), a Flemish progressive education journal. Both journals centred on the same principles. Yet, whereas "Moderne School" used progressive education principles to establish a school that was closer to reality, "Vlaamsche Paedagogiek" aimed to use education as a tool for Flanders' cultural emancipation.