Folk High School Research Articles

Paradoxes of Solidarity: Democracy and Colonial Legacies in Swedish Popular Education

Over the years, there have been several attempts to spread the “Swedish model” of popular education, that is, study circles and folk high schools, to countries in other parts of the world. In this article, the authors analyze the large-scale project of establishing folk development colleges in Tanzania in the 1970s and 1980s, by emphasizing the ways in which Swedish popular educators have described the folk development college project. Theoretically, the article is based on a postcolonial framework, highlighting the continuing importance of the legacies of colonialism in today’s society. One of the main conclusions in the article is that in the process of “exporting” the idea of popular education to other parts of the world, there is an ongoing formation of national self-images in contrast to images of the Other, where there is a constant risk of reproducing ideas from a colonial past.

Vpliv izobraževanja starejših na motivacijo za izobraževanje ostalih generacij

Ni vseživljenjskega izobraževanja brez izobraževanja starejših. Tretje obdobje traja tri do štiri desetletja. Družba vseh generacij zahteva dejavno starost. Ustanovitev Slovenske univerze je dokazala, da se ljudje lahko učijo z radostjo in da jim je učenje način življenja. Primarna motivacija starejših je vplivala na motivacijo za izobraževanje otrok in vnukov. Spremenila sta se miselnost in odnos do izobraževanja pri preostalih generacijah. Za nove izzive in nove dejavnosti se starejši morajo pripraviti. Izobraževanje jih lahko usposobi za drugo kariero, za to, da odkrijejo, preizkusijo in izrazijo svoje še neuresničene talente in skrite želje, ter za to, da se lotijo neke nove dejavnosti (pridobitne ali prostovoljne). Poznamo tri različne publike učencev. O njih poročajo mentorji z izkušnjami poučevanja v šoli, pri izobraževanju odraslih na ljudskih univerzah ali v izobraževalnih centrih in sedaj na univerzi za tretje življenjsko obdobje. Šolarji so nezainteresirani za učenje in razvijajo vzporedne strategije, da pridejo do ocen, učitelju prepuščajo odgovornost, da jih nauči, ponavljajo se sekundarni motivi (ocene). Odrasli so motivirani, a jih prehitevajo druge obveznosti in pritiski, kar jim učinkovitost učenja zmanjšuje. Starejši so predani izobraževanju, živijo za svoje učenje in spodbujajo mentorja k še bolj intenzivnim oblikam izobraževanja. Hočejo znanje in so primarno motivirani.

ICT - an ally and an alien The role of ICT in Swedish popular adult education organisations

This article is focused on Swedish folk high schools and study associations as organisational settings (and not explicitly at teaching efforts and educational activities). It concerns results from a research project about introducing and implementing information and communication technology (ICT) in these value based organisations. Our research has mainly been conducted through interviews with people engaged on different organisational levels. In this article empirical results are analysed in relation to actor-network theory (ANT). Human and non-human actors are linked together in a web of relationships referred to as an actor-network. Interaction among actors, contradictory roles of ICT and relations to essential values in these organisations are discussed.

Promoting Democratic Citizenship Through Non‐Formal Adult Education: The Case of Denmark

The article presents selected findings from in‐depth case studies of two non‐formal learning activities organized by the Danish Folk High Schools and Day High Schools, respectively. The purpose of the empirical study was to investigate how longstanding, non‐formal, adult education institutions have worked to foster the acquisition of civic competencies among young adults, and thus contributed to learning for democratic citizenship. The analysis highlights that negotiation of meaning is never value‐free; nonetheless teachers play a key role in securing a learning environment that allows for a multiplicity of views to be expressed and mutually recognized. Furthermore, the communication flow between learning institutions and the public sphere constitutes a crucial dimension for raising students’ awareness of societal matters at both local and global level. The authors argue that, despite the particularity of the socio‐cultural context that characterised the study, the above mentioned dimensions are of general interest for those involved in designing and managing learning activities for democratic citizenship in varying contexts.

Folkbildning i (av)koloniseringens skugga. Demokrati, nationella mytologier och solidaritetens paradoxer

In Sweden and among Swedish popular movements there has long been a great willingness to share experiences from establishing the “Swedish model” of welfare and democracy to countries in other parts of the world. In this sharing of experience popular adult education has had an important role. Over the years, there have also been several attempts to spread the “Swedish model” of popular adult education, i.e. study circles and folk high schools. In this article, we analyze the large-scale project of establishing Folk Development Colleges (FDC:s) in Tanzania in the 1970s and 1980s,by emphasizing the ways in which Swedish popular adult educators have described the FDC project. Theoretically, the article is based on a postcolonial framework, highlighting the continuing importance of the legacies of colonialism in today’s society. One of the main conclusions in the article is that in the process of “exporting” the idea of popular adult education to other parts of the world, there is an on-going formation of national self-images in contrast to images of “the Other”, where there is a constant risk of reproducing ideas from a colonial past.

Finest frugt - om ‘den Vartou Kjællingepræst’: En guide til Grundtvig-Studier 1948-2008, I

Finest frugt - om ‘den Vartou Kjællingepræst En guide til Grundtvig- Studier 1948-2008,I[Fruit of the finest - concerning ‘the Vartov Old Biddies ’pas torA guide to Grundtvig-Studier 1948-2008, I]By Aage JørgensenAs early as 1948, the Grundtvig Society of 8 September 1947 launched an annual journal, Grundtvig-Studier (Grundtvig Studies). Since then, the journal has published a significant part of the subsequent research on Grundtvig, including important debate on the many Grundtvig dissertations that have appeared since World War II. This anniversary article reviews the content of the sixty volumes that have hitherto been issued. Despite its cross-disciplinary character, the material is here presented in a traditionally systematised format.The opening section deals with studies in bibliography, diplomatics and biography, and is followed by a series of fairly lengthy sections characterising: (1) material pertaining to the history of ideas and concerned with Grundtvig’s views on life and history together with his relation to Romantic philosophy, Northern mythology and the contemporary way of thinking as a whole; (2) material relating to literary history and aesthetics, with emphasis upon a series of exemplary contributions by particular authors (Gustav Albeck, Helge Toldberg, Jørgen Elbek, Flemming Lundgreen-Nielsen, Sune Auken and, as regards the influence of Anglo-Saxon upon Grundtvig, S. A. J. Bradley); and (3) the theological material, with focus especially upon the impact of Kaj Thaning’s designation of 1832 as a decisive turning-point in Grundtvig’s life, and upon Grundtvig’s relationship to Luther, Kierkegaard and mystic tradition. The exploration of Grundtvig's hymns and sermons is treated in separate sections; and finally there is a section concerned with illustration of his political endeavours. For reasons of space, contributions to the journal on Grundtvig’s educational deliberations and their significance for Danish schools, especially the folk high schools, together with the overall subsequent reception of his thinking (within Denmark and out in the wider world) will be reserved for discussion in Grundtvig-Studier 2010.

Lifelong Learning: Attitudes of Slovenian Higher Educators toward Accreditation of Prior Learning Experiences

This article focuses first on fundamental trends weakening the European—specifically, the Slovenian—economy and social structure, which are creating a two-class system consisting of an undereducated/uneducated population unable to compete for employment in an economy increasingly requiring more education to update employees’ skills. Learning and education have become an imperative for people wishing to upgrade their employability to counter increasing unemployment and the impact of an aging society. The study next addresses its purpose—to discover higher educators’ and folk high school educators’ perceptions of an initiative developed to address this social and economic problem, namely, by creating a lifelong learning approach to accredit informal and experiential learning experienced outside the formal higher education system. A national Slovenian conference was organized to focus on these issues. A convenience sample of participants attending this conference were asked to what extent they perceive and expect Slovenian higher education institutions and other educational organizations to accredit nonformal and experiential learning and what criteria and conditions are necessary for a successful initiative. The study explores the European social model, which aims to improve employability to avoid increasing the two-class social system of uneducated and undereducated citizens as the economy increasingly requires more highly educated employees. Although a third of the respondents were unaware of the issues of such an approach to lifelong learning, participants overall perceived that creating a flexible education system, including procedures for validating previous education and other forms of knowledge, should be one of the objectives of higher education institutions, as well as other institutions engaged in adult education. To be effective, the system must be developed and implemented in partnership with employers, individuals, and educational institutions. This article describes the situation with respect to recognizing prior learning in European Union countries and the Slovenian reactions to them. Moreover, it presents results of empirical survey research into the motivation of participants in educational institutions to cooperate in the system established to validate nonformal and informal learning. Respondents recognized a need for and supported developing a system of accrediting lifelong learning experiences. A lifelong learning policy appears to include the three dimensions of innovation, social inclusion, and active citizen participation. The concepts of the learning society, the knowledge society, and lifelong learning have been relatively slow to emerge to become significant influences in Slovenian higher educational attendees’ perceptions as national goals for higher education. A huge discussion among participants manifested support for such an enterprise as a social good, and they recommended forming a commission of higher education institutions to develop a system consisting of a common framework within which accreditation could be implemented to meet increasing social employment needs affecting Slovenian society, with one major criterion: that it be fair and just. Another recommendation was to include employers, individuals, and higher education reference groups in developing the system.

An alternative to traditional vocational education and training - Swedish Folk High Schools 1868-2005

An alternative to traditional vocational education and training - Swedish Folk High Schools 1868-2005

Adults' Numeracy in Finland: What Do We Know About It?

Adult Education in Finland Adult education has become a significant aspect of Finnish educational and developmental policy as well as of Finnish labor and social policies. Such factors as the need for occupational proficiency, employment, and economic growth have strongly influenced adult education in Finland. Besides the development of personality and support for the life of communities, principles such as the development and support of a democratic society, an increase in social cohesion, and the creation of opportunities for citizens' welfare have been expressed as current principles of Finnish adult education (Ministry of Education, 1999). The Finnish adult education represents what is referred to as the Nordic model of education, which is characterized by a high participation rate, a high share of public funding and a high degree of personal interest (Antikainen, 2008). As in other Nordic countries, adult education in Finland is divided into adult instruction and liberal adult education. Accordingly, adults' instruction or training is considered formal education aimed at certification, whereas liberal adult education is informal studies without specific educational objectives. However, the previous distinction between formal or occupational adult education and liberal adult education is much less clear today, as the same institutions may offer both occupational studies and courses of liberal adult education (Pellinen, 2001). For example, immigrants are often in need of both occupational and comprehensive educations. The education settings that offer adults opportunities to improve their basic skills in mathematics are tightly connected to the overall Finnish education system and education tradition. The liberal adult education ideology of personal fulfilment, with its' institutions such as municipal adult education centers; study centers of different kinds of ideological, nongovernmental organizations; folk high schools; summer universities; and physical education has been influential until now. However, and liberal adult education is still the strongest area of Finnish adult education. It has been considered a leisure-time activity or an activity that is intended to overcome the flaws in the official schooling system. However, education for adults in formal schools, both general and vocational, has increased during the last few years. Today, all forms of education and training offered for young people, ranging from comprehensive school to vocational school and higher education, are also provided for adults. Thus, adults have the opportunity to take their basic studies in different contexts: in adult classes of the ordinary basic or vocational schools, in Adults' High Schools, or in the context of the traditional liberal adult education involving folk high schools. Also, these schools usually provide opportunities to continue with upper secondary school (high school) studies. The most practical way to study basic mathematics systematically is to take comprehensive school Adult Education in Finland Adult education has become a significant aspect of Finnish educational and developmental policy as well as of Finnish labor and social policies. Such factors as the need for occupational proficiency, employment, and economic growth have strongly influenced adult education in Finland. Besides the development of personality and support for the life of communities, principles such as the development and support of a democratic society, an increase in social cohesion, and the creation of opportunities for citizens' welfare have been expressed as current principles of Finnish adult education (Ministry of Education, 1999). The Finnish adult education represents what is referred to as the Nordic model of education, which is characterized by a high participation rate, a high share of public funding and a high degree of personal interest (Antikainen, 2008). As in other Nordic countries, adult education in Finland is divided into adult instruction and liberal adult education. …

Danishness in Carl Nielsen's 'folkelige' Songs

Nielsen’s 'folkelige' songs have been linked in many contexts with something especially Danish. In this article we deal with how this perception has arisen — from the composer’s declared intentions, from the practice of communal singing, and from their literary reception. As an introduction we sketch certain central lines in the history of 'folkelig' communal singing. With a view to evaluating the composer’s intentions we then outline the main points from our interpretations of Nielsen’s own statements and our analyses of text, music and their interaction, using the selection of Nielsen’s songs to be found in the Folk High School Songbook (1993). From this it is concluded that in his own way Nielsen may be said to have had the intention to give his folkelige songs a ‘Danish’ character.

Debatforum: Hvordan erindres folkehøjskolens historie?

Debatforum[Forum for debate]In the Forum for debate, readers are invited to respond to issues raised, or to raise new issues relative to the field of Grundtvig studies. Items submitted, preferably in the form of an article, may be of any reasonable length and in any of the languages usually accepted by the journal. Contributions in Grundtvig-Studier 2007 are written by Ove Korsgaard and P.l Bødtker Walstad.Unfortunately, due to a mistake during the editing of Professor, dr. p.d. Ove Korsgaard’s contribution “Hvordan erindres folkehøjskolens historie?” in Grundtvig-Studier 2006, certain sections were misplaced. As this may have caused confusion to the readers, we are reprinting the contribution in its original form. The editors of Grundtvig-Studier 2006 would like to apologise for the misprint. Debatforum: Hvordan erindres folkehøjskolens historie?[Forum for debate: How do we recall the history of the Danish folk highschool?]By Ove KorsgaardIt is a well-recognised phenomenon in the process of historical recall that both deliberate manipulation and less conscious selectivity of what is remembered and what forgotten may distort the true record of events, even though the distorted record may then become the basis upon which the present generation shapes its prospect of the future. A close reexamination of the historical and constantly evolving struggle between competing ideals in the folk-highschools from Grundtvig’s day onwards reveals that unhistorical notions of pure and miscegenated educational models have established themselves. This distortion of the true history of the evolution of these schools may now be obstructing the clear-headed and pragmatic reassessment of its future that the folk-highschool movement is currently having to confront.

Debatforum: Ernst Triers Grundtvigresepsjon: Om dannelse og yrkesutdanning i Vallekilde

Debatforum[Forum for debate]In the Forum for debate, readers are invited to respond to issues raised, or to raise new issues relative to the field of Grundtvig studies. Items submitted, preferably in the form of an article, may be of any reasonable length and in any of the languages usually accepted by the journal. Contributions in Grundtvig-Studier 2007 are written by Ove Korsgaard and Pål Bødtker Walstad.Unfortunately, due to a mistake during the editing of Professor, dr. p.d. Ove Korsgaard’s contribution “Hvordan erindres folkehøjskolens historie?” in Grundtvig-Studier 2006, certain sections were misplaced. As this may have caused confusion to the readers, we are reprinting the contribution in its original form. The editors of Grundtvig-Studier 2006 would like to apologise for the misprint. Debatforum: Ernst Triers Grundtvigresepsjon: Om dannelse og yrkesutdanning i Vallekilde[Forum for debate: Ernst Trier ’s Grundtvig reception: On general and vocational education at Vallekilde]By Pål Bødtker WalstadIn 1865 Ernst Trier, a young Danish theologian with a close relation to Grundtvig, established Vallekilde Folk High School. He developed a broad range of occupational education units, covering farming, seamanship and fishing, painting and arts, and, especially with the help of the carpenter and teacher Andreas Bentsen, Vallekilde Folk High School offered a variety of education within the field of crafts. Trier strove to maintain all the occupational education units among Vallekilde’s activities. Since, as he believed, each pupil was created in the image of God and therefore a unique human being, Trier wanted his school to “match” the individualities of the pupils. Grundtvig’s expression “Education and Proficiency for Life” (“Dannelse og Duelighed for Livet”) was by Trier interpreted as a folk high school including general as well as vocational education.

N.F.S. Grundtvig, Niels Bukh and Other 'Japanese' Heroes. The Educators Obara Kuniyoshi and Matsumae Shigeyoshi and Their Lessons from the Past of a Foreign Country

AbstractObara Kuniyoshi (1887–1977), the founder of Tamagawa Gakuen, and Matsumae Shigeyoshi (1901–1991), the founder of Tôkai Educational System (TES), were both inspired by Denmark and Danish education, although in different ways. Obara, a representative of the New Education Movement in Japan, became interested in Denmark when he heard about Danish gymnastics, which seemed to be ideally suited to his vision of rigorous but non-competitive physical education. In 1931, two years after founding his own school, he succeeded in inviting the Danish gymnast Niels Bukh and a group of his students to Japan. The interest in gymnastics sparked off a wider interest in Denmark. Matsumae Shigeyoshi's attention was drawn to Denmark and to the Danish folk high schools as a result of his encounter with Uchimura Kanzô. Although not an educator by training, he decided to devote his life to education. This article explores the role of cultural borrowing in the thought and educational praxis of Obara and Matsumae. Although they uncritically accepted a Danish cultural memory (Denmark's recovery from military defeat in the nineteenth century through spiritual strength and education) and cultivated a stereotypical image, the adaptation of this image to suit their own needs represents a highly creative process which resulted in two successful private schools.

Debatforum: Forkyndelse og formidling - i Grundtvigs Debatforum: Forkyndelse og formidling - i Grundtvigs

DebatforumBy Ove Korsgaard, Kim Arne Pedersen & Anja StokholmIn the Debatforum readers are invited to respond to issues raised, or to raise new issues relative to the field of Grundtvig studies. Items submitted, preferably in the form of an article, may be of any reasonable length and in any of the languages usually accepted by the journal. In the contributions in Grundtvig-Studier 2006, Ove Korsgaard proposes that “The future of the Danish folk high school depends upon a different understanding of its history from that which currently prevails”, Kim Ame Pedersen debates the Danish folk high school’s historical self-identification with the concept of Dannelse [development] as distinct from Uddannelse [education] and Anja Stokholm reflects upon the publication of a new edition of Gmndtvig’s sermons.

Debatforum: Dannelsesbegrebet som element i folkehøjskolens selvforståelse

DebatforumBy Ove Korsgaard, Kim Arne Pedersen & Anja StokholmIn the Debatforum readers are invited to respond to issues raised, or to raise new issues relative to the field of Grundtvig studies. Items submitted, preferably in the form of an article, may be of any reasonable length and in any of the languages usually accepted by the journal. In the contributions in Grundtvig-Studier 2006, Ove Korsgaard proposes that “The future of the Danish folk high school depends upon a different understanding of its history from that which currently prevails”, Kim Ame Pedersen debates the Danish folk high school’s historical self-identification with the concept of Dannelse [development] as distinct from Uddannelse [education] and Anja Stokholm reflects upon the publication of a new edition of Gmndtvig’s sermons.

Debatforum: Hvordan erindres folkehøjskolens historie?

DebatforumBy Ove Korsgaard, Kim Arne Pedersen & Anja StokholmIn the Debatforum readers are invited to respond to issues raised, or to raise new issues relative to the field of Grundtvig studies. Items submitted, preferably in the form of an article, may be of any reasonable length and in any of the languages usually accepted by the journal. In the contributions in Grundtvig-Studier 2006, Ove Korsgaard proposes that “The future of the Danish folk high school depends upon a different understanding of its history from that which currently prevails”, Kim Ame Pedersen debates the Danish folk high school’s historical self-identification with the concept of Dannelse [development] as distinct from Uddannelse [education] and Anja Stokholm reflects upon the publication of a new edition of Gmndtvig’s sermons.

A public summer school on astronomy in Denmark: experience from the course in 2002, 2003 and 2004

Abstract. During the summers of 2002, 2003 and 2004 a one-week public course on Astronomy took place at Silkeborg Folk High School in central Jutland, Denmark. The aim of the course was to offer a possibility for students to meet research scientists and discuss central scientific questions and their answers. Researchers from the Department of Physics and Astronomy at Aarhus University in Denmark took an active part in running this summer school and the course could also be seen as a part of the Department's general public outreach activities. The main aim of those activities is to: (1) show why research is important, (2) give students and children the possibility to meet people that do research, and (3) present authentic role models.

Fra modmagt og kamp til velfærd. Forsamlingshuse, højskoler og idrætshaller i Sønderjylland

Idrætsfaciliteters og forsamlingshuses rolle og betydning for idrætten i Sønderjylland fra ca. år 1890 og frem.From resistance and struggle to welfare. Village halls, Folk high schools and sports halls in Southern Jutland Village halls and the gymnastics associated with them were established in the first instance as part of a cultural reaction against the attempt to extend the activities of German associations in Northern Schleswig. It is scarcely surprising, therefore, that they started in those areas with the strongest Danish affiliations close to Rødding Folk High School and the Kongeå border with, for instance, the first Danish village hall being built in Skrave. In the second phase, after the drawing up of the new border, it was important for Danish culture to get a foothold in those new areas of Southern Jutland with predominantly German affiliations, and an example of this was the construction of the Danish village hall in Jyndevad. In the third phase, when differences between those with German and those with Danish affiliations were resolved by cooperation, sports halls gradually took over the role of village halls, but there was an attempt, similar to that in the first two phases, to retain a principal of proximity in relation to the development of sport. The construction of the sports hall in Tønder is an exemplary expression of sport’s incursion into the welfare state, while the construction of the hall in Agerskov provides an example of the attempt on the part of popular forces to retain the same principal of proximity that applied to village halls.

Political education in post-Second World War Germany and the American South

Both American and European adult educationalists saw the Danish folk high school as a model for how to educate citizens for more active involvement in their communities. This article examines the experience of Wislade Folk School in Germany and the Highlander Folk School in the United States after the Second World War. In the German case, Wislade was unable to persuade local people to confront the evils of Nazism, but did facilitate the practical tackling of pressing social and economic problems. Highlander struggled to retain support from white Southerners as the School increasingly addressed the evils of segregation, but developed one of its most effective programmes in conjunction with African Americans as part of the emerging civil rights movement. The study concludes that political education is most effective when it addresses people's aspirations, and builds upon existing social capital.

Subjective Well-BeingversusSelf-Actualization: Using the Flow-Simplex to Promote a Conceptual Clarification of Subjective Quality of Life

The purpose of the presentstudy was to articulate an importantdifference between subjective well-being (SWB)and self-actualization. Although self-actualization reflects a substantial aspect ofhuman existence, the article argues that theconcept is not accounted for by ordinaryassessment of SWB. In this paper, openness toexperience (OE) is taken as an indicator ofself-actualization, and overall satisfactionwith life, frequency of positive affect andfrequency of negative affect were utilized asindicators of SWB. Two methods were offered toinvestigate the assumed independenceof SWB and OE, both of which comprisedquestionnaire data from 264 studentsattending the Norwegian folk high school system(mean age 19 years, 63% females).First, a structural equation model revealedonly a small and nonsignificant associationbetween SWB and OE. Second, by means of aflow-simplex it was shown that SWBand OE relate to different dimensions ofexperience. SWB was associated withpleasantness, while OE correlated withinterestingness and challenge. It was concludedthat traditional measurements of SWB areinsensitive to important aspects of humanlives, and that the concept misses importantaspects of psychological well-being.