Unity lost : Negotiating the ancient roots of Pedagogy in Sweden, 1865–1971
Hammar, Isak LU
and Östh Gustafsson, Hampus
(2022)
In History of Education Review
51(2).
p.137-153
- Abstract
- Purpose – The purpose of this article is to investigate attempts to safeguard classical humanism in secondary schools by appealing to a cultural-historical link with Antiquity, voiced in the face of educational reforms in Sweden between 1865 and 1971.
Design/methodology/approach – By focusing on the content of the pedagogical journal Pedagogisk Tidskrift, the article highlights a number of examples of how an ancient historical lineage was evoked and how historical knowledge was mobilized and contested in various ways.
Findings – The article argues that the enduring negotiation over the educational need to maintain a strong link with the ancient past was strained due to increasing scholarly specialization and... (More) - Purpose – The purpose of this article is to investigate attempts to safeguard classical humanism in secondary schools by appealing to a cultural-historical link with Antiquity, voiced in the face of educational reforms in Sweden between 1865 and 1971.
Design/methodology/approach – By focusing on the content of the pedagogical journal Pedagogisk Tidskrift, the article highlights a number of examples of how an ancient historical lineage was evoked and how historical knowledge was mobilized and contested in various ways.
Findings – The article argues that the enduring negotiation over the educational need to maintain a strong link with the ancient past was strained due to increasing scholarly specialization and thus entangled in competing views on reform and what was deemed “traditional” or “modern”.
Originality/value – From a larger perspective, the conflict over the role of Antiquity in Swedish secondary schools reveals a trajectory for the history of education as part of and later apart from a general history of the humanities. Classical history originally served as a common past from which Swedish culture and education developed, but later lost this integrating function within the burgeoning discipline of Pedagogy. The findings demonstrate the value of bringing the newly (re)formed history of humanities and history of education closer together. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/b3a557b4-16d5-4aa7-9d1a-f5538598e67d
- author
- Hammar, Isak
LU
and Östh Gustafsson, Hampus
- organization
- publishing date
- 2022
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Pedagogy, Classical humanism, History of humanities, Educational reform, Historical knowledge, Arena of knowledge
- in
- History of Education Review
- volume
- 51
- issue
- 2
- pages
- 17 pages
- publisher
- Emerald Group Publishing Limited
- ISSN
- 0819-8691
- language
- English
- LU publication?
- yes
- id
- b3a557b4-16d5-4aa7-9d1a-f5538598e67d
- date added to LUP
- 2022-12-01 14:08:40
- date last changed
- 2023-03-21 15:34:57
@article{b3a557b4-16d5-4aa7-9d1a-f5538598e67d,
abstract = {{<b>Purpose </b>– The purpose of this article is to investigate attempts to safeguard classical humanism in secondary schools by appealing to a cultural-historical link with Antiquity, voiced in the face of educational reforms in Sweden between 1865 and 1971.<br/><b>Design/methodology/approach</b> – By focusing on the content of the pedagogical journal Pedagogisk Tidskrift, the article highlights a number of examples of how an ancient historical lineage was evoked and how historical knowledge was mobilized and contested in various ways.<br/><b>Findings </b>– The article argues that the enduring negotiation over the educational need to maintain a strong link with the ancient past was strained due to increasing scholarly specialization and thus entangled in competing views on reform and what was deemed “traditional” or “modern”.<br/><b>Originality/value</b> – From a larger perspective, the conflict over the role of Antiquity in Swedish secondary schools reveals a trajectory for the history of education as part of and later apart from a general history of the humanities. Classical history originally served as a common past from which Swedish culture and education developed, but later lost this integrating function within the burgeoning discipline of Pedagogy. The findings demonstrate the value of bringing the newly (re)formed history of humanities and history of education closer together.}},
author = {{Hammar, Isak and Östh Gustafsson, Hampus}},
issn = {{0819-8691}},
keywords = {{Pedagogy; Classical humanism; History of humanities; Educational reform; Historical knowledge; Arena of knowledge}},
language = {{eng}},
number = {{2}},
pages = {{137--153}},
publisher = {{Emerald Group Publishing Limited}},
series = {{History of Education Review}},
title = {{Unity lost : Negotiating the ancient roots of Pedagogy in Sweden, 1865–1971}},
url = {{https://lup.lub.lu.se/search/files/129947670/10_1108_HER_04_2021_0007.pdf}},
volume = {{51}},
year = {{2022}},
}