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Kolonisatör eller turist? Frågor och arbetsuppgifter i svenska historieläromedel under en tid av kunskapsideologisk förhandling
Get PDFColoniser or Tourist?: Questions and Exercises in Swedish History Textbooks, 1927–2015. The history of History as a Swedish school subject has usually been based on two sources: curriculum plans and textbook narratives. Drawing upon more than 900 exercises that occur in 72 history textbooks published 1927–2015, this article primarily examines which different approaches to history that have been prearranged to the pupils during the second half of the last century. It is shown that a great majority of the exercises, throughout the whole period of time, prescribes a simple reproduction of unchallenged truths. It is also argued that both disciplinarian assignments and aesthetic tasks, seem to appear at least as often before, as after, the 1970s. Subsequently, especially in the 1990s, the exercises occasionally ask for the individual student’s own opinions - without demanding them to consider any historical circumstances. Accordingly it is argued that while the former category of exercises most often enjoin the distanced view of the uninvolved tourist, the latter rather instructs the pupil to embrace the coloniser’s self-centred perspective of the past
Britta Olrik Frederiksen et al. (eds.), Opuscula, vol. XIV, København: Museum Tusculanums Press 2016 (Bibliotheca Arnamagnæana a Jón Helgason Condita, vol. XLVIII), ISBN 978-87-635-4362-0; ISSN 0067-7841, 421 pp.
No full textReview (English): Annika Wickman, Filmen i försvarets tjänst: Undervisningsfilm i svensk militär utbildning 1920–1939
No full textFrom Ingenium to Virtus: The Cultivation of Talent in Seventeenth Century Dissertations from Uppsala University
Get PDFThis article explores the problem of innate, natural talent vs acquired skill, knowledge, and virtue in dissertations from Uppsala University around 1680. These texts have never before been studied. It discusses questions such as: how did Swedish academics of the period conceive the relationship between ingenium (innate potential) and (acquired) virtue or knowledge? Which teaching methods did they advocate? How do the texts relate to developments in seventeenth century society? The study uses a combination of contextual analysis and a ‘history of concepts’ approach to answer these questions. The analysis reveals that the Swedish dissertations respond to contemporary debates (involving well-known authorities such as Vives, Huarte, Erasmus, and Comenius) and that they were affected by the immediate context: the growth of the early modern state and the social mobility which accompanied that growth. Education is described in Renaissance humanist terms, with a clear affinity to moral philosophical concepts such as virtue and habituation. The learning process described is analogous to the acquisition of moral virtue and education itself is to a large extent legitimated with reference to moral socialization. The educational ideas put forward balance discipline and playfulness, and represent a relatively democratic view of the distribution of human capabilities, showing a great trust in the potential of education. However, there is also a distinct stress on medical explanations of differences in individual talent
The Faroese Path to a Comprehensive Education System
Get PDFThis article traces the Faroese path to a comprehensive education system, following the winding road from Norwegian heritage to Danish rule and an increasing degree of autonomy. The main research question explores the extent to which the Faroese themselves have determined the development of their education system, and the extent to which Norwegian and most of all Danish influences have been crucial in this process. Previous research on the development of Faroese education is insufficient and few secondary sources are available. Therefore, this article is largely based on primary sources, such as legislation, curricula, circulars, official reports and interviews. The analysis shows that changes in governance structures and economic conditions are determinant factors that have had impact on the extent to which the Faroese have been responsible for their own educational development. Strong economic growth in recent years has allowed the Faroe Islands to adopt what is considered to be “global education” and “international standards.
Christof Seidler, Das Edda-Projekt der Brüder Grimm. Hintergrund, Analyse und Einordnung, München: Herbert Utz Verlag 2015 (Münster Nordistische Studien 9), 414 pp., ISBN 978-3-8316-4158-1.
No full textJón Viðar Sigurðsson & Sverrir Jakobsson (eds.), Sturla Þórðarson. Skald, Chieftain and Lawman, Leiden: Brill 2017, ISBN 978-90-04-34235-4, 291 pp.
No full textMadeleine Bonow, Magnus Gröntoft, Sofia Gustafsson & Markus Lindberg (eds.), Biskop Brasks måltider. Svensk mat mellan medeltid och renässans, Stockholm: Atlantis 2016, ISBN 978-91-7353-828-2, 352 pp.
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