Leka, lära, öva, arbeta, verkskapa : Elsa Köhler en österrikisk aktivitetspedagog i Sverige
(1998)- Abstract
- This thesis is mainly about the life and work of the Austrian teacher and psychologist Elsa Köhler (1879-1940), but also about the work of her followers on the Swedish West coast. It traces the influences of pedagogic progressivism and the Central European school-reform movements, on the Swedish school and pre-school system, during the first half of the 20th century. These ideas as laid down in the reports of the 1946 school commission, are being actualised today in the reports, SOU 1997:21 and SOU 1997:157, where the 1996 school committee gives the common guidelines for the future work in Swedish schools and pre-schools. The ‘Activity Pedagogics‘ are since the 30s a concept in the Swedish school reform discussions. Elsa Köhler and her... (More)
- This thesis is mainly about the life and work of the Austrian teacher and psychologist Elsa Köhler (1879-1940), but also about the work of her followers on the Swedish West coast. It traces the influences of pedagogic progressivism and the Central European school-reform movements, on the Swedish school and pre-school system, during the first half of the 20th century. These ideas as laid down in the reports of the 1946 school commission, are being actualised today in the reports, SOU 1997:21 and SOU 1997:157, where the 1996 school committee gives the common guidelines for the future work in Swedish schools and pre-schools. The ‘Activity Pedagogics‘ are since the 30s a concept in the Swedish school reform discussions. Elsa Köhler and her followers on the Swedish West coast introduced, formulated and gave the concept its concrete meaning in the school and pre-school practise. Elsa Köhler started her didactical development work in the framework of her own daily practise as a language teacher. Her particular form of the; then revolutionary; ‘direct method‘ for teaching the French language was based upon the independent work of pupils mutually helping and supporting each other, accompanied by ‘psychological research in the pedagogical situation‘. Elsa Köhler later carried out a number of projects based on her form of action research in Germany, Sweden and Norway. The thesis mainly concentrates upon the particular contribution to pedagogics of Elsa Köhler and what is left of her legacy in the Swedish educational system of today. It parts from a description and analysis of what Elsa Köhler represented: her roots in the ending Habsburg empire and in the radical school reforms and institutions of Red Vienna - the atmosphere, the ideas, the thoughts, the traditions, the dynamics and even life-style, she carried with her and further developed in her Nordic surroundings. It gives some ideas about the concepts from the development-psychology of the Vienna Psychological School around Karl and Charlotte Bühler, that Elsa Köhler particularly introduced into the training of Swedish pre-school staff. The aim of the thesis is thus to fit in the Swedish form of activity education into its context of European and international progressive heritage. (Less)
- Abstract (Swedish)
- Popular Abstract
Barnomsorg- och skolakommittén fick i augusti 1996 uppdraget att utarbeta ett samlat måldokument för förskolans s.k. sexårsverksamhet och för det obligatoriska skolväsendet. I de två betänkandena –Växa i lärande (SOU 1997:21) och Att erövra omvärlden (SOU 1997:157) – anknyter kommittén till 1946 års skolkommissions tankar om skolans inre arbete, i sin vision av den svenska skolans och förskoleverksamhetens framtida gemensamma färdriktning. “I progressivismen finns också en interaktionistisk bildningsuppfattning. Aktivitetspedagogiken, som den progressiva pedagogiken kom att kallas i Sverige, med företrädare som Elsa Köhler byggde på en handlingsteori, med utgångspunkt i att människan konstruerar och konstituerar... (More) - Popular Abstract
Barnomsorg- och skolakommittén fick i augusti 1996 uppdraget att utarbeta ett samlat måldokument för förskolans s.k. sexårsverksamhet och för det obligatoriska skolväsendet. I de två betänkandena –Växa i lärande (SOU 1997:21) och Att erövra omvärlden (SOU 1997:157) – anknyter kommittén till 1946 års skolkommissions tankar om skolans inre arbete, i sin vision av den svenska skolans och förskoleverksamhetens framtida gemensamma färdriktning. “I progressivismen finns också en interaktionistisk bildningsuppfattning. Aktivitetspedagogiken, som den progressiva pedagogiken kom att kallas i Sverige, med företrädare som Elsa Köhler byggde på en handlingsteori, med utgångspunkt i att människan konstruerar och konstituerar sig själv.” (SOU 1997:21, s. 67)
Aktivitetspedagogiken är sedan trettiotalet ett begrepp inom den svenska skolreformsdiskussionen. Elsa Köhler och hennes medarbetare på västkusten, var de som främst introducerade, präglade och gav begreppet en konkret innebörd inom den svenska skolan och barnomsorgen. Avhandling handlar främst om Elsa Köhler och hennes livshistoria, men också om hennes närmaste medarbetare och elever. Den försöker beskriva det som var Elsa Köhlers bidrag till pedagogiken och vad som blev kvar av hennes idévärld och de spår Elsa Köhler lämnade efter sig i Sverige. Den utgår från en beskrivning och analys av det som Elsa Köhler representerade: hennes bakgrund i den habsburgska dubbelmonarkin och i det Röda Wiens radikala skolreform och dess institutioner – de stämningar och idéer, det tänkande, de traditioner, den dynamik hon medförde till och vidareutvecklade i sin svenska omgivning. Den ger även en uppfattning om det utvecklingspsykologiska synsätt, som Elsa Köhler förde med sig från Wien och kretsen kring Charlotte och Karl Bühler och introducerade i förskolan Avhandlingen syftar följaktligen också till att inordna den svenska aktivitetspedagogiken i dess europeiska och internationella idéhistoriska sammanhang. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/18913
- author
- Karlsson, Lars LU
- supervisor
- opponent
-
- Professor Ödman, Per-Johan
- organization
- publishing date
- 1998
- type
- Thesis
- publication status
- published
- subject
- keywords
- Elsa Köhler, school-reform, women, activity learning, action research, school reform, Red Vienna, Political and administrative sciences, Varberg, education, Statsvetenskap, förvaltningskunskap
- pages
- 318 pages
- publisher
- Lund University Press
- defense location
- Edens hörsal, Paradisgatan 5H, Lund
- defense date
- 1998-06-04 10:15:00
- ISBN
- 91-7966-535-7
- language
- Swedish
- LU publication?
- yes
- id
- 8643b06d-c625-4d8e-95f3-e4fba8375eb4 (old id 18913)
- date added to LUP
- 2016-04-01 16:42:16
- date last changed
- 2019-09-23 10:21:05
@phdthesis{8643b06d-c625-4d8e-95f3-e4fba8375eb4,
abstract = {{This thesis is mainly about the life and work of the Austrian teacher and psychologist Elsa Köhler (1879-1940), but also about the work of her followers on the Swedish West coast. It traces the influences of pedagogic progressivism and the Central European school-reform movements, on the Swedish school and pre-school system, during the first half of the 20th century. These ideas as laid down in the reports of the 1946 school commission, are being actualised today in the reports, SOU 1997:21 and SOU 1997:157, where the 1996 school committee gives the common guidelines for the future work in Swedish schools and pre-schools. The ‘Activity Pedagogics‘ are since the 30s a concept in the Swedish school reform discussions. Elsa Köhler and her followers on the Swedish West coast introduced, formulated and gave the concept its concrete meaning in the school and pre-school practise. Elsa Köhler started her didactical development work in the framework of her own daily practise as a language teacher. Her particular form of the; then revolutionary; ‘direct method‘ for teaching the French language was based upon the independent work of pupils mutually helping and supporting each other, accompanied by ‘psychological research in the pedagogical situation‘. Elsa Köhler later carried out a number of projects based on her form of action research in Germany, Sweden and Norway. The thesis mainly concentrates upon the particular contribution to pedagogics of Elsa Köhler and what is left of her legacy in the Swedish educational system of today. It parts from a description and analysis of what Elsa Köhler represented: her roots in the ending Habsburg empire and in the radical school reforms and institutions of Red Vienna - the atmosphere, the ideas, the thoughts, the traditions, the dynamics and even life-style, she carried with her and further developed in her Nordic surroundings. It gives some ideas about the concepts from the development-psychology of the Vienna Psychological School around Karl and Charlotte Bühler, that Elsa Köhler particularly introduced into the training of Swedish pre-school staff. The aim of the thesis is thus to fit in the Swedish form of activity education into its context of European and international progressive heritage.}},
author = {{Karlsson, Lars}},
isbn = {{91-7966-535-7}},
keywords = {{Elsa Köhler; school-reform; women; activity learning; action research; school reform; Red Vienna; Political and administrative sciences; Varberg; education; Statsvetenskap; förvaltningskunskap}},
language = {{swe}},
publisher = {{Lund University Press}},
school = {{Lund University}},
title = {{Leka, lära, öva, arbeta, verkskapa : Elsa Köhler en österrikisk aktivitetspedagog i Sverige}},
year = {{1998}},
}