A Paradigmatic Dialogue-Disagreement in a Democratic School: A Conceptual Analysis of a Soul-Searching Assembly Meeting

Autor/in	Marjanovic-Shane, Ana
Titel	A Paradigmatic Dialogue-Disagreement in a Democratic School: A Conceptual Analysis of a Soul-Searching Assembly Meeting
Quelle	In: Dialogic Pedagogy, 11 (2023) 2, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Attitudes; Opinions; High Schools; High School Students; Foreign Countries; Educational History; Role of Education; Democracy; Participative Decision Making; Alienation; Ideology; Freedom; Social Justice; Responsibility; Norway + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrmeinung; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Ausland; History of education; Bildungsgeschichte; Bildungsauftrag; Demokratie; Entfremdung; Ideologie; Freiheit; Soziale Gerechtigkeit; Verantwortungsübernahme; Zuständigkeit; Norwegen
Abstract	In this article, I attempt to conceptually analyze points of disagreement among the students of the first democratic high school in Norway, The Experimental Gymnasium of Oslo (EGO). The clashes and disagreements among the students started heating up immediately after the school was opened in the fall of 1967. As they were learning how to run their school, the students discovered profound differences in their views of education and its purposes. Their deep disagreements about the meaning of education and conflicts about their school practices almost broke up their school right at the very start of its existence. Their different understandings of education erupted in a passionate and dramatic general assembly meeting, which they later referred to as the Soul-Searching Assembly. This four-and-a-half hour-long meeting was recorded and its transcript was published (Hem & Remlov, 1969). In this article, I analyze the dialogues from the assembly, looking for the students' diverse ideological and conceptual positions, views, desires, and underlying values. The tensions and clashes the students voiced echo the profound paradigmatic differences in conceptualizing education throughout the modern history of education, from the Enlightenment until now, a few decades into the 21st century. The purpose of my analysis is to examine these paradigmatically different views and the concerns behind them. These radically different paradigmatic, conceptual, and axiological positions have an effect on what we may consider being good, ethical, just, and true for human existence, human relationships, and human rights in general, and especially in education. The EGO students' intensive and urgent ontological need to explain their very different positions to each other allowed me to take a closer look into the tensions and conflicts still existing in the larger cultural-historical public sphere of discourse on education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01