Pub Date : 2023-12-07DOI: 10.36368/njedh.v10i2.479
Johan Östling
Historians of the universities have not always belonged to the avantgarde of historical research. On the contrary, many studies of the universities have tended to be rather traditional and narrow-minded. In recent years, however, the surge in the history of knowledge has opened up novel perspectives and given new impulses to how to write the history of the universities. In this presentation, Johan Östling, director of the Lund Centre for the History of Knowledge (LUCK), will highlight some of these new trends and approaches. Among other things, he will show how global history, media history and the history of the humanities can enrich the history of universities.
{"title":"Contemporary Nordic Histories of the Universities: The Renewal of An Old Field","authors":"Johan Östling","doi":"10.36368/njedh.v10i2.479","DOIUrl":"https://doi.org/10.36368/njedh.v10i2.479","url":null,"abstract":"Historians of the universities have not always belonged to the avantgarde of historical research. On the contrary, many studies of the universities have tended to be rather traditional and narrow-minded. In recent years, however, the surge in the history of knowledge has opened up novel perspectives and given new impulses to how to write the history of the universities. In this presentation, Johan Östling, director of the Lund Centre for the History of Knowledge (LUCK), will highlight some of these new trends and approaches. Among other things, he will show how global history, media history and the history of the humanities can enrich the history of universities.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"17 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-07DOI: 10.36368/njedh.v10i2.478
Daniel Tröhler
Like all taboos, nation and religion are so powerful precisely because they are often not brought to language. Educators around the world see themselves as secular, not religious, and rational, not national, and they develop their elegant, moral, and bland arguments precisely on this premise. This is, of course, capable of gaining majority support because it keeps the sociological machinery of educational thinking stably alive, but epistemologically it is unsatisfactory. Educational reasoning is sometimes as elegant as the freestyle of a virtuoso ice skater, sometimes as captivating as a rhetorically gifted village preacher, sometimes as clumsy as a plow horse that thinks it is a dressage horse. Some are the stars in the arena of academic education, others the moralizers, and others the bland extras. This rather simple sociology of educational reasoning emphasizes the different roles that Academics occupy in what Fleck called a “thought collective,” but it obscures that “thought collectives” share common “thought styles” in which, often carefully administered by national professional associations, truth is produced. In education, these “thought collectives” have historically been shaped by two fundamental elements. They are veritable taboo subjects, which are presupposed but hardly ever reflected upon, namely religion and nation.
{"title":"Giving Language to Taboos: Nation and Religion in Modern Educational Reasoning","authors":"Daniel Tröhler","doi":"10.36368/njedh.v10i2.478","DOIUrl":"https://doi.org/10.36368/njedh.v10i2.478","url":null,"abstract":"Like all taboos, nation and religion are so powerful precisely because they are often not brought to language. Educators around the world see themselves as secular, not religious, and rational, not national, and they develop their elegant, moral, and bland arguments precisely on this premise. This is, of course, capable of gaining majority support because it keeps the sociological machinery of educational thinking stably alive, but epistemologically it is unsatisfactory. Educational reasoning is sometimes as elegant as the freestyle of a virtuoso ice skater, sometimes as captivating as a rhetorically gifted village preacher, sometimes as clumsy as a plow horse that thinks it is a dressage horse. Some are the stars in the arena of academic education, others the moralizers, and others the bland extras. This rather simple sociology of educational reasoning emphasizes the different roles that Academics occupy in what Fleck called a “thought collective,” but it obscures that “thought collectives” share common “thought styles” in which, often carefully administered by national professional associations, truth is produced. In education, these “thought collectives” have historically been shaped by two fundamental elements. They are veritable taboo subjects, which are presupposed but hardly ever reflected upon, namely religion and nation.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"44 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-07DOI: 10.36368/njedh.v10i2.482
Taina Sillanpää
The purpose of this article is to offer a perspective on spatial history in Finnish kindergartens’ surroundings, especially through design that emphasizes children’s scale. The timeline of the article is from the 1920s, when the vocative kindergarten teachers took responsibility for kindergarten design, till the 1980s, when professionals designed kindergartens. The article focuses on the vertical level, which defines the height of children’s activity and how the idea of children’s scale affected interior design during the timeline. One theoretical starting point is Edward Soja’s concept of Thirdspace, which is applied to combine experiential narratives related to childhood, contemporary materials about conversations that took place at the studied time, and spatial regulations and design related to ideological, political, and cultural structures. From the 1920s to the 1980s, children’s scale is highlighted and linked to homelike surroundings with miniaturization in scale to affordances concerning a human body scale, dimensions, and children’s agency. In 1970s, due to the emerge of the Day Care Act, children’s scale extended more broadly to the environment and children’s dimensions than in the kindergarten era.
{"title":"The Children’s Scale in Finnish Kindergarten Interiors from 1920s to 1980s","authors":"Taina Sillanpää","doi":"10.36368/njedh.v10i2.482","DOIUrl":"https://doi.org/10.36368/njedh.v10i2.482","url":null,"abstract":"The purpose of this article is to offer a perspective on spatial history in Finnish kindergartens’ surroundings, especially through design that emphasizes children’s scale. The timeline of the article is from the 1920s, when the vocative kindergarten teachers took responsibility for kindergarten design, till the 1980s, when professionals designed kindergartens. The article focuses on the vertical level, which defines the height of children’s activity and how the idea of children’s scale affected interior design during the timeline. One theoretical starting point is Edward Soja’s concept of Thirdspace, which is applied to combine experiential narratives related to childhood, contemporary materials about conversations that took place at the studied time, and spatial regulations and design related to ideological, political, and cultural structures. From the 1920s to the 1980s, children’s scale is highlighted and linked to homelike surroundings with miniaturization in scale to affordances concerning a human body scale, dimensions, and children’s agency. In 1970s, due to the emerge of the Day Care Act, children’s scale extended more broadly to the environment and children’s dimensions than in the kindergarten era.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"48 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138592073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-07DOI: 10.36368/njedh.v10i2.480
Maria Simonsen
From the mid-1960s to the mid 1970s, three new universities were established in Denmark: Odense (1966), Roskilde (1972) and Aalborg (1974). Until then only two universities existed in Denmark: Copenhagen (1479) and Aarhus (1928). Located on the outskirts of the major cities, the new institutions played an important part in reforming and transforming higher education in Denmark. The youngest university, Aalborg University, is approaching its 50th anniversary. This is an opportunity to take a step back and examine the university in long-term perspective. In this article, I investigate the discussions and expectations concerning the establishment of the university in the period 1958–1974. Based on contemporaneous debates in the regional newspaper Aalborg Stiftstidende and interviews with several key figures, the study seeks to analyze the underlying ideas and ideals which characterized the discussion by asking the following questions: What was the projected purpose of the new university? What ideals were expressed in the debate? In the last part of this article, I will reflect on the historiographical developments in the history of the university. In recent years, several new approaches have expanded the field and made visible new aspects of the institutions’ histories. I will discuss why a focus on the ideas, ideals and expectations of the university, and thereby of the university as a knowledge institution, is essential to include in a study of its history.
{"title":"Between Tradition and Experiment: The Idea of a New University","authors":"Maria Simonsen","doi":"10.36368/njedh.v10i2.480","DOIUrl":"https://doi.org/10.36368/njedh.v10i2.480","url":null,"abstract":"From the mid-1960s to the mid 1970s, three new universities were established in Denmark: Odense (1966), Roskilde (1972) and Aalborg (1974). Until then only two universities existed in Denmark: Copenhagen (1479) and Aarhus (1928). Located on the outskirts of the major cities, the new institutions played an important part in reforming and transforming higher education in Denmark. The youngest university, Aalborg University, is approaching its 50th anniversary. This is an opportunity to take a step back and examine the university in long-term perspective. In this article, I investigate the discussions and expectations concerning the establishment of the university in the period 1958–1974. Based on contemporaneous debates in the regional newspaper Aalborg Stiftstidende and interviews with several key figures, the study seeks to analyze the underlying ideas and ideals which characterized the discussion by asking the following questions: What was the projected purpose of the new university? What ideals were expressed in the debate? In the last part of this article, I will reflect on the historiographical developments in the history of the university. In recent years, several new approaches have expanded the field and made visible new aspects of the institutions’ histories. I will discuss why a focus on the ideas, ideals and expectations of the university, and thereby of the university as a knowledge institution, is essential to include in a study of its history.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"41 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.36368/njedh.v10i1.453
Henrik Åström Elmersjö
{"title":"Notes from the Editorial Team","authors":"Henrik Åström Elmersjö","doi":"10.36368/njedh.v10i1.453","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.453","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"7 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.36368/njedh.v10i1.271
Johan Prytz
This article sheds new light on the Swedish comprehensive school reform implemented in the 1960s (the Grundskolan reform) and the four decades preceding the reform. This reform was typical for the Nordic countries. The presented study concerns reforms in mathematics education and how change was initiated and driven before and during the comprehensive school reform. The analysis has a focus on the role of textbooks in educational governance. The analysis is based on Bourdieu’s field theory and concerns how a new way of preparing and driving reforms of school subjects restructured relationships between the state, textbook producers, and teachers. This article is mainly a synthesis of results from several previous studies on governance of Swedish mathematics education. The analysis reveals not only a new characteristic of the comprehensive school reform (swift and radical rather than slow and successive), but also a bottom-up movement in the school system, which has been commonly understood as top-down, very centralised, and slow moving. The results of the analysis help explain why the Swedish comprehensive school reform gained early acceptance and momentum. Another contribution of this article concerns historical textbook research, particularly regarding how fundamental changes in authorship of textbooks (from visible individual authors to anonymous collectives) can be related to educational governance and changes in power structures.
{"title":"Towards a New Understanding of Swedish School Reforms: A Sociological Analysis of Textbooks’ Role in Reforms of School Mathematics, 1919–1970","authors":"Johan Prytz","doi":"10.36368/njedh.v10i1.271","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.271","url":null,"abstract":"This article sheds new light on the Swedish comprehensive school reform implemented in the 1960s (the Grundskolan reform) and the four decades preceding the reform. This reform was typical for the Nordic countries. The presented study concerns reforms in mathematics education and how change was initiated and driven before and during the comprehensive school reform. The analysis has a focus on the role of textbooks in educational governance. The analysis is based on Bourdieu’s field theory and concerns how a new way of preparing and driving reforms of school subjects restructured relationships between the state, textbook producers, and teachers. This article is mainly a synthesis of results from several previous studies on governance of Swedish mathematics education. The analysis reveals not only a new characteristic of the comprehensive school reform (swift and radical rather than slow and successive), but also a bottom-up movement in the school system, which has been commonly understood as top-down, very centralised, and slow moving. The results of the analysis help explain why the Swedish comprehensive school reform gained early acceptance and momentum. Another contribution of this article concerns historical textbook research, particularly regarding how fundamental changes in authorship of textbooks (from visible individual authors to anonymous collectives) can be related to educational governance and changes in power structures.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134947515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-16DOI: 10.36368/njedh.v10i1.306
Charlotta Svonni
To increase Sámi influence and re-actualize traditional knowledge. Sák96 and the Sámi educational ambition in relation to Lpo94. Throughout history, Sámi education has been governed by a Swedish state perspective through legislation and curricula. On one single occasion, an education directive has been published in Sweden based on a Sámi perspective, namely the Sámi syllabi 1996 (Sák96). Sák96 was formed for Sámi education and worked as a complement to the curriculum for the compulsory Swedish school system in 1994 (Lpo94). This study is based on thematic analysis of Sák96 and Lpo94. The purpose is to analyse the educational ambitions in Sák96 in relation to Lpo94 as well as in relation to Sámi identities expressed in the educational ambitions. The analysis is anchored in Gert Biesta’s theories about educational domains and ambitions of education as well as concepts about identification and imagined communities. The study shows that the main ambition with Sák96 was to protect and develop Sámi culture and language in a more detailed way than Lpo94. Sák96 also included additional historical perspectives on the Swedish society’s encroachment on traditional Sámi land, more detailed knowledge of Sámi society and Sámi knowledge traditions, and a desire to create conditions for increased Sámi influence. The Sámi community appears to be closely connected to reindeer husbandry communities according to Sák96. The Sámi communities are also presented as a people divided in four countries (northern Norway, Sweden, Finland as well as Kola Peninsula, Russia) with differentiated livelihood and conditions.
{"title":"Att öka samiskt inflytande och återaktualisera traditionella kunskaper – Sák96 och den samiska utbildningsambitionen i relation till Lpo94","authors":"Charlotta Svonni","doi":"10.36368/njedh.v10i1.306","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.306","url":null,"abstract":"To increase Sámi influence and re-actualize traditional knowledge. Sák96 and the Sámi educational ambition in relation to Lpo94. Throughout history, Sámi education has been governed by a Swedish state perspective through legislation and curricula. On one single occasion, an education directive has been published in Sweden based on a Sámi perspective, namely the Sámi syllabi 1996 (Sák96). Sák96 was formed for Sámi education and worked as a complement to the curriculum for the compulsory Swedish school system in 1994 (Lpo94). This study is based on thematic analysis of Sák96 and Lpo94. The purpose is to analyse the educational ambitions in Sák96 in relation to Lpo94 as well as in relation to Sámi identities expressed in the educational ambitions. The analysis is anchored in Gert Biesta’s theories about educational domains and ambitions of education as well as concepts about identification and imagined communities. The study shows that the main ambition with Sák96 was to protect and develop Sámi culture and language in a more detailed way than Lpo94. Sák96 also included additional historical perspectives on the Swedish society’s encroachment on traditional Sámi land, more detailed knowledge of Sámi society and Sámi knowledge traditions, and a desire to create conditions for increased Sámi influence. The Sámi community appears to be closely connected to reindeer husbandry communities according to Sák96. The Sámi communities are also presented as a people divided in four countries (northern Norway, Sweden, Finland as well as Kola Peninsula, Russia) with differentiated livelihood and conditions.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79823062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-16DOI: 10.36368/njedh.v10i1.405
Charlotta Wikström
{"title":"Review (Swedish): Ellen Nørgaard, Det Naturlige og frie barn: Tre reformpædagogiske visioner","authors":"Charlotta Wikström","doi":"10.36368/njedh.v10i1.405","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.405","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72945769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-08DOI: 10.36368/njedh.v10i1.348
Andreas Westerberg
Governmental Teaching Ideals and Material Ambitions: On the Swedish History of the School Desk 1865–1981. From 1865 up to 1981 Swedish national authorities issued regulations on design of school desks and furnishing of classrooms. This article investigates what teaching ideals that were expressed in these regulations and how they have changed over time. The article shows that the teaching ideal for the early decades of the study period where teacher centred, resulting in regulations aiming for school desks and classrooms where pupils could sit and listen for long periods of time. From the 1920’s up to the beginning of the 1960’s the regulations held on to teacher centred ideals while the desks used in schools were designed to facilitate variation and cooperation between pupils. Regulations from the last decades of the study show strong changes in teaching ideals. Desks and furnishing now should make interaction and cooperation between pupils easy, and the teacher were to be more of a mentor than a lecturer.
{"title":"Statliga undervisningsideal och materiella ambitioner: Om skolbänkens svenska historia 1865–1981","authors":"Andreas Westerberg","doi":"10.36368/njedh.v10i1.348","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.348","url":null,"abstract":"Governmental Teaching Ideals and Material Ambitions: On the Swedish History of the School Desk 1865–1981. From 1865 up to 1981 Swedish national authorities issued regulations on design of school desks and furnishing of classrooms. This article investigates what teaching ideals that were expressed in these regulations and how they have changed over time. The article shows that the teaching ideal for the early decades of the study period where teacher centred, resulting in regulations aiming for school desks and classrooms where pupils could sit and listen for long periods of time. From the 1920’s up to the beginning of the 1960’s the regulations held on to teacher centred ideals while the desks used in schools were designed to facilitate variation and cooperation between pupils. Regulations from the last decades of the study show strong changes in teaching ideals. Desks and furnishing now should make interaction and cooperation between pupils easy, and the teacher were to be more of a mentor than a lecturer.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85765234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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