E N G L I S H S U M M A R Y
109
education history and educational discourses and the media.
When one looks at the shorter historical perspective, one will notice that the
way in which people formed mentalities in the in the 1990s bears major
structural similarities to the way in which people formed mentalities in the
21st century. The main trends in the 1990s mentality appear to be
togetherness and solipsism (the lonely self), whereas the main trends in the
21st century mentality appears to be togetherness and independence, where
learning and freedom of choice is two aspects of the theme of independence.
In summary, the 21st century mentality can be described as democratic,
communicative and individualistic with elements of selfishness combined
with a shared and individual responsibility with elements of dishonesty.
Despite a remarkable structural similarity between the mentalities of the
1990s and the 21st century pedagogy shares far less structural similarities
between the 1990s and the 21st century. This disparity can be interpreted to
mean that educational arrangements evolve faster than mentality. While the
main trends in pedagogical development in the 1990s can be described as
communicative and knowledge seeking, the main trends in contemporary
pedagogy can be described as competence-developing and performance-
enhancing process. In summary, the competence-developing pedagogy
features a curriculum wherein students invent new knowledge with other
students. Therefore, competence in this case is not about incorporating
knowledge; instead it is about developing skills, such as the ability to learn,
the ability to solve problems and the ability to communicate. Becoming
more competent is to develop as a person in a spirit of freedom toward other
people and events as well as a spirit of a convincing democratic doctrine.
The competence-developing pedagogy is a curriculum that covers (value-)
informative and (knowledge-) innovative interaction as well as freedom of
choice. The performance-enhancing pedagogy is something completely new.
It includes individual salaries,
equal treatment plans, skills competitions, free
competition based on money, external evaluation and new innovations. This
curriculum intent is to increase the speed at which children and adults learn,
regardless of their chosen area of competence. It is a curriculum framed by
the convention on the rights of the child, legislation
and teachers with greater
competency.
Even when one looks at the longer historical perspective, one will notice
major structural similarities between the 18th century and the 21st century.
What distinguishes one period from another is that the 18th century was a
class society with teachers who had low ambitions, whereas the 21st century
is a democratic society with teachers who have high ambitions. What unites
the periods is that both the 18th and the 21st centuries witnessed great spatial
and economic change. They are centuries of coercion and competition as
well as centuries of freedom. In addition, they share the qualities of distance
B I L A G O R
111
BILAGOR
Här presenteras de nyhetsartiklar som används som källmaterial i studien.
Varje nyhetartikel presenteras med referensbeteckning, publiceringsdatum
samt textrubrik.
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