Abstract
The purpose of this article is to examine the major changes Finnish school craft has undergone and explain these changes by using societal, pedagogical and subject-driven determinants. The main sources of this research include committee reports and national curricula. Research data was classified into five periods: craft for home well-being (1866–1911), craft for civic society (1912–1945), craft for independent hard-working citizens (1946–1969), toward equality craft (1970–1993), and unlimited craft (1994–2014). The analysis show that school craft has steadily followed students’, society’s and the subject’s different needs during these periods.
Highlights
School craft was introduced in Finland in the late nineteenth century
The analysis show that school craft has steadily followed students’, society’s and the subject’s different needs during these periods
Categorisation was used for this research to show the major changes during quite a long history of school craft
Summary
This school subject was called Sloyd in Nordic countries. The original creator of school craft was Finn Uno Cygnaeus, and the most well-known developer of Sloyd was Otto Salomon, who started teacher training in 1874 in Sweden.. The word Sloyd etymologically stems from the old Swedish word slöghþ, which stands for shrewdness, diligence, skillfulness and smartness, and the word slögher, denoting characteristics such as being handy, being deft, having professional skills and being skillful, experienced, and resourceful.. “The word can be derived from the corresponding old Icelandic word with the original meaning being something like sleight, cunning, artful, smart, crafty and clever.” Nordic handicrafts gave guidelines for the development of a global discipline. The names of subjects similar to Sloyd and craft have been
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