Pedagogiken som vetenskap i Finland i ljuset av icke-affirmativ pedagogikteori

Abstract

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.