Der Mensch und Umbrüche im finnischen Volksbildungssystem.

Autor/in	Seppo, Simo
Titel	Der Mensch und Umbrüche im finnischen Volksbildungssystem.
Quelle	Aus: Innovationen in der Bildungsgeschichte europäischer Länder. Frankfurt, Main: Lang (1992) S. 353-370Verfügbarkeit
Beigaben	Literaturangaben 5
Sprache	deutsch; finnisch; englische Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsgeschichte; Menschenbild; Liberalismus; Industrialisierung; Studium; Auslandsstudium; Ausland; Finnland
Abstract	The oldest forms of Finnish culture have derived from a common Finno- Ugrian tradition. Knowledge and skills have been passed on through labour and other activities, and later a fairly uniform Northern Germanic tradition also became prevalent in Finland. Finnish cultural change is not distinguished by its continuity but its conflicts, which implies the use of coercion as the mother of change. In Finland the advent of Christianity meant violent change and the displacement of the older tradition, which, however, persisted in the background. During the Roman Catholic era elementary education for ordinary people was rare but in the Middle Ages Finnish peolpe began to study abroad, with the result that by the end of the Middle Ages some 140 Finns had graduated from foreign universities. The beginning of the Reformation (in the 1550s) was a period of vigorous Europeanization in the southern Finnish cathedral cities, but in the northern part of the country missionary work went on for two more centuries. Education was propagated in three ways: (1) In the southern part of Finland it was undertaken on a university level, (2) in the immediate neighbourhood of the university it took the form of the teaching of literacy and ecclesiastical customs under church discipline, and (3) in the periphery, it consisted of mission work. The eastern population was also influenced by Byzantium. Public education remained virtually unchanged for over two centuries. It was led by the church and also aimed at the Orthodox population of the country. The latter half of the 19th century brought liberalism to the most educated class, the Swedish-speaking Finns. At the same time a new kind of pedagogic thinking was adopted (e. g. Diesterweg), which led to the development of schools which were more independent of the church. The end of the 19th and the start of the 20th century, however, saw the introduction of a strong policy of Russification. The early years of this century brought the vigorous development of adult education in the form of both Christian and secular (humanistic) folk education colleges. Defeat in the Second World War meant that Finland had to pay huge war reparations to the Soviet Union and therefore a foundation was laid for the Finnish metal industry and a wide network of vocational schools to support the new industrialization was established. The slogan for the educational reform was general education for all. The organisatory model for compulsory comprehensive education (7-15 years olds) and upper secondary level school (16-19 year olds) was essantially adapted from the school system in the German Democratic Republic. Education has been guided by a certain concept of the human being which has been transformed into the Finnish "self-image". Its main characteristics embrace feelings of inferiority, anxiety and guilt, but also diligence, perseverance and aggressiveness, which are also discernible as a collective phenomenon in Finnish society in general. (DIPF/abstract taken from the original).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1998_(CD)