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.
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Keywords:educational theory, non-affirmative education, Bildung
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