scholarly journals Ett enande band bland Nordens alla samer

2019 ◽  
pp. 96-115
Author(s):  
Johan Hansson

From its establishment in 1942, the Sami folk high school included crafts as an important part of its education program. The Swedish Mission Society, who founded the school, not only wanted to educate Sami youth to better their chances on the labour market but also to give them the opportunity to get acquainted with their Sami culture. Thus Sami crafts had a crucial role in educational activities at the folk high school. With the help of Gert Biesta’s concepts, the article shows that crafts had a socializing function. The teaching strengthened the students’ collective identity and provided them with traditional skills and knowledge. However, Lennart Wallmark, the school principal (1942-1972), stressed the importance of learning crafts for other purposes. Influenced by religious thinkers, he stated that the students would also be strengthened as individuals: a process of subjectification. Moreover, the crafts lessons had a third function: qualification. Though the studies were not vocational as such, they could simplify the process of procuring the quality label bestowed by the Sami organization Same Ätnam to crafts of especially high quality. Wallmark and the teachers in crafts were important for the development of craft education at the folk high school. However, Same Ätnam’s ideas of Sami handicraft and government regulations were also influential. These inner and outer forces contributed to the teaching so that it, on one hand, did not change much but, on the other hand, was congruous with the rest of the society.

2001 ◽  
Vol 52 (1) ◽  
pp. 76-93
Author(s):  
Nina Hobolth

Christen Dalsgaard as a Grundtvigian Pictorial ArtistBy Nina HobolthThe article elucidates the connection between the first generation of Grundtvig’s disciples and the painter Christen Dalsgaard (1824-1906). This connection derives from the close bonds between people who play an important role in the creation of pictorial art, but who are very often not given the appropriate attention by art history.In Dalsgaard’s case, such connections go as far back as to his childhood and youth among the revivalist circles in the Salling-Mors region, which developed into a strong Grundtvigian movement, and the ties were strengthened during his work as a drawing master at Sorø Akademi. Nina Hobolth presents three examples of Dalsgaard’s work as a Grundtvigian painter. First the altarpiece in the church of the valgmenighed (i.e. a congregation within the Established Church, claiming the right to choose their own clergyman) at Ryslinge from 1869 is examined. The motif here is the Holy Family in Nazareth, presented as an .ordinary. family with God’s word in their midst. Thus the altarpiece functions as a symbol of the mid-Funen families, whose Christian life in home and congregation was the basis of their valgmenighed. The Grundtvigian emphasis on the importance of baptism is pointed out by the fact that Jesus has his arm round a font.The altarpiece in the church of the valgmenighed - today a frimenighed (i.e. an independent congregation, outside the Established Church) - on Mors, the Ansgar Church, was commissioned and donated by the lay preacher Peder Larsen Skr.ppenborg in 1871-1872, and represents Ansgar baptizing the first Danish child in the Helligbcek near Hedeby. The motif combines, in a Grundtvigian sense, Christianity, folkelighed, and history in a way probably unheard of so far in Danish church decoration, Ansgar becoming the symbol of Danish Christianity. The connection with Grundtvig’s church view is further emphasized by the fact that baptism has been chosen as the central motif. Thus, along with the Communion table, Christ’s presence at Baptism and Communion is emphasized. The fact that it is not a moralizing motif, but one that serves to strengthen the congregational community adds a light touch to the message of the altarpiece. In 1876 Folk High School Principal Ernst Trier wanted a repetition of the motif for a decoration of the extended lecture hall at Vallekilde Folk High School, the picture being intended to function as a Christian and folkelig symbol of revival, depicting the meeting between the Danish people and God’s congregation, the folkelig and the Christian.In conclusion, it is made clear in what way Christen Dalsgaard can be characterized as a Grundtvigian painter: Dalsgaard kept his official artistic career as a genre painter apart from his religious art, which, by virtue of a specific set of basic motifs, confirmed the community of the congregation and the shared values within the Grundtvigian movement. According to the art historian Julius Lange, it is the distinctive ark of Dalsgaard that he masters the psychological expression, and this evaluation was shared by the contemporary Grundtvigian circles who saw Dalsgaard’s pictures as soul-stirring, rendering the »human« content of the motif. His art did not involve any stylistic renewal; such a renewal came about with the painters of the next generation, of whom Joakim Skovgaard in particular caused dismay and admiration.


1999 ◽  
Vol 50 (1) ◽  
pp. 65-93
Author(s):  
Thorkild C. Lyby

Grundtvig and the Folk High School at RøddingBy Thorkild LybyIn his book Vision og Virkeliggørelse (Vision and Fulfilment) Helge Grell has advanced the argument that Grundtvig had reservations about Rødding Folk High School, because it identified itself with the national struggle to such an extent that it did not fully practice Grundtvig’s original folk high school ideas.Against this view, the present article claims that it is impossible to disqualify Rødding as non-Grundtvigian. Following a discussion of what it takes for a folk high school to be called Grundtvigian, the article gives an outline of the history of Rødding up to the 1864 war which necessitated the transfer to Askov. The emphasis is on the attitudes of successive principals, predominantly, however, that of Christian Flor. Not only was he the driving force behind the establishment of the high school, but was its leader himself in 1845-46, and, as chairman of the Board of Governors and later the Committee, continued to exert a decisive influence on its affairs until it was closed down.It is argued that Flor was entirely a Grundtvig disciple, and that his only wish was to translate Grundtvig’s folk high school ideas into practice. It is true that Rødding was also intended as a school with a role to play in the national struggle, but in the circumstances this should not disqualify it as Grundtvigian since Grundtvig’s cultural struggle at the time must necessarily take the form of a national struggle. It is pointed out, moreover, that to the various principals the cultural view was more important than the national - if it is at all possible to distinguish between them.Another thing is that Grundtvig’s attitude to Rødding was ambiguous. He expressed delight at its establishment and welcomed it without reservations, and later too there is evidence of a sympathetic interest in it. On the other hand, there is also evidence of a strange indifference, as it appears for example from the fact that he never visited the school in spite of repeated invitations. No doubt, the reason is that he had envisaged his ideas about the education of the people to be realized through the great, state-supported high school at Sorø, which he had dreamed about since his youth, and which had very nearly become a reality in 1847-48. Only gradually did he realize that it was through the many smaller schools modelled on Rødding that his ideas were to attain their great importance.


2017 ◽  
Vol 673 (1) ◽  
pp. 266-295
Author(s):  
Celia Bense Ferreira Alves ◽  
Michel Nguyen Duc Long

This article examines how high school principals in France work to change the negative effects that the country’s academic tracking system brings to students from immigrant and working-class backgrounds. The tracking system tends to relegate these students to lower vocational tracks that do not prepare them well for the labor market and tend to reinforce their social marginalization. The authors—one a sociologist and the other a school principal—describe a comprehensive, diverse lycée in a suburb of Paris where administrators are addressing the multiple impacts of tracking on their students by enabling some to change tracks and providing others the support they need to succeed when facing challenges at school and in their neighborhoods. The description and analysis of daily life at school not only illuminates what is distinctive about the French system but also lays out strategies and practices that make the school environment more egalitarian.


1914 ◽  
Vol 6 (3) ◽  
pp. 158-165
Author(s):  
James N. Hart

If we contemplate the numerous committee reports of this and other societies upon the teaching of arithmetic, algebra, and geometry, together with the excellent syllabi published by them, it would seem that our question has been so fully and definitely answered, that further discussion is uncalled for, if not almost impertinent. If, on the other hand, we turn to the series of papers presented before the Association of Teachers of Mathematics for the Middle States and Maryland last year and printed in the MATHEMATICS TEACHER for March and June of the present year upon the question, “What Mathematical Subjects Should Be Included in the Curriculum of the Secondary School,” it is very evident that the doctors still disagree. At one extreme we find a speaker, a college graduate, but not, according to his own confession, a mathematician, arguing that so few students are “mathematically minded” that it would be more profitable to limit high school mathematics to arithmetic and allow the few who reach college to elect algebra and geometry — if they have any remaining curiosity regarding mathematics. At the other extreme, a high school principal presents an “outline of mathematical work that should be required of every student in a general high school course,” including not only the traditional work in algebra and plane geometry, but solid geometry, trigonometry and applications of algebra to mechanics, science, economics, statistics, shop mathematics and the slide rule. And again, when we consider the propositions of the committee on articulation of the N. E. A. and those of the commissioner of education of the state of Massachusetts we realize that the question is not finally settled, and that we mathematicians will not be allowed to settle it by ourselves.


2019 ◽  
Vol 2 (1) ◽  
pp. 15-24
Author(s):  
Durotunnasihah Durotunnasihah

The research is intended to analyze the process of curriculum development in Nurul Huda Islamic Senior High School. The research is qualitative research. In collecting data, the researcher uses observation and Interview. The result shows that Nurul Huda Islamic Senior High School as an Islamic institution developes the curriculum by using Qur’an and Hadits as base of every activity including teaching and learning. All students do not only learn science as common as the other students in other schools do, but also many religious subjects are taught and learnt. The main purposes of balancing religious subjects and sciences are because the students that have graduated were hoped to become a well-attitude person with the high quality of science.


1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.


2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.


2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.


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