@article{Uljens_2022, title={Pedagogiken som vetenskap i Finland i ljuset av icke-affirmativ pedagogikteori}, volume={42}, url={https://noredstudies.org/index.php/nse/article/view/3788}, DOI={10.23865/nse.v42.3788}, abstractNote={<p>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 19<sup>th</sup> 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.</p>}, number={1}, journal={Nordic Studies in Education}, author={Uljens, Michael}, year={2022}, month={Mar.}, pages={83–104} }