Education in Finland. Theoretical shifts of the past decades.

Autor/inn/en	Kivelä, Ari; Siljander, Pauli
Titel	Education in Finland. Theoretical shifts of the past decades.
Quelle	Aus: Jakku-Silvonen, Ritva (Hrsg.): Education as a societal contributor. Reflections by Finnish educationalists. Frankfurt, Main u.a.: Lang (2007) S. 51-70Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-631-56881-9; 978-3-631-56881-1
Schlagwörter	Bildung; Bildungstheorie; Behaviorismus; Kognitionspsychologie; Psychologie; Geschichte (Histor); Konstruktivismus; Wissenschaftsdisziplin; Finnland
Abstract	This chapter discusses shifts that have been taking place in the past decades in education in Finland. Two levels of education, i.e., the philosophy of science and the educational object theory, are analysed. The development of Finnish education from the late 1960's has moved from a strong empirical science conception towards the coexistence of various approaches and relativism. In the 1960's and 1970's the science of education was defined as a non-normative descriptive science. Educational theory itself was built upon assumptions drawn from the behaviouristic theory of mental activity and learning. In the past two decades paradigm pluralism and relativism have superseded empiristic foundationalism. At the level of object theory, learning theoretical constructivism has replaced the behaviourist conceptions. At the same time, a shift has taken place from a teaching theory to a learning theory. The main stream of object theoretical discourse can be defined in terms of 'psychologisation of pedagogics'. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/4