Pedagogiken som vetenskap i Finland i ljuset av icke-affirmativ pedagogikteori

The article argues we need to interpret education in relation to general cultural and societal developments, exemplifying this by the developmental history and contemporary tensions in education as a discipline in Finland. In international comparison, education in Finland has preserved a strong identity as a discipline, not reduced to “a field of research”. This autonomy has historical roots in how Bildung contributed to nation building in 19th century. The article reveals that recent interest in non-affirmative education theory had an early representative in J. V. Snellman (1806–1881). The connection is reestablishing, having been forgotten for during a century.