\u201dEducation is the genetics of society\u201d skriver Ulf P. Lundgren och refererar till Dewey (1916) som menar att vi m\u00e5ste utbilda n\u00e4sta generation d\u00e5 vi inte lever f\u00f6r evigt. I en l\u00e4sv\u00e4rd artikel, baserad p\u00e5 ett keynote-f\u00f6redrag fr\u00e5n \u201dthe Fifth Nordic Curriculum Theory Conference\u201d vid Uppsala universitet h\u00f6sten 2013, beskriver Lundgren, utifr\u00e5n egen kunskap och l\u00e5nga erfarenhet, utvecklingen av l\u00e4roplansteoretisk (curriculum) forskning i Sverige.<\/p>\n
F\u00f6r egen\u00a0del \u00e4r det l\u00e4rorikt, sp\u00e4nnande och rogivande att ta del av tankar fr\u00e5n forskare som i slutet av sin karri\u00e4r reflekterar \u00f6ver och summerar det sammanhang som de har befunnit sig i, utan (\u00e5tminstone f\u00f6r mig synbar) prestige och behov av bekr\u00e4ftelse. Dessa beskrivningar\u00a0visar ocks\u00e5 kontexten tydligare \u00e4n grodperspektivet.<\/p>\n
Lundgren avslutar sin text med:<\/p>\n
”To bring my reflections to a close, I would like to use a metaphor. The Danish toy system LEGO, which can be used to build the most fantastic, imaginative creations, has today become a box with an instruction manual for building a pre-designed product (a spacecraft from a movie, for example). Imagination is replaced with a finished product, which is incorporated in a finished history. The risk becomes that this is what happens with the knowledge which is taught in our schools. Curricula is what can be measured, not an encounter with a wide variety of knowledge, values and abilities which prepare us to manage the future. In this metaphor, educational research and curriculum research is, I am afraid, simply assisting in the design of the manual.”<\/p>\n
S\u00e5, t\u00e4nker jag, vad vill vi d\u00e5 med skol\u00e4mnet idrott och h\u00e4lsa? Hur ser vi p\u00e5 inneh\u00e5ll som simning, orientering, friidrott, olika bollidrotter, dans och friluftsliv? P\u00e5 vilka s\u00e4tt t\u00e4nker vi att dessa inneh\u00e5ll kan hj\u00e4lpa befolkningen att ta ansvar f\u00f6r det framtida samh\u00e4llet? Lundgren citerar i sin artikel Hj\u00e4rpe (2011):<\/p>\n
\u201dThe reproduction of tradition and hence pedagogy is related to the issues of power. Any analysis of an educational methodology, practice or theory, must include a perspective on power. In whose interest is this activity happening? Who are the winners and who are the (possible) losers? There is a difference between a majority and a minority situation. Is it the tradition of the \u201cGreat society\u201d to be reproduced in the next generation, or is it the tradition of the single (minority) group? Or is it, indeed, a combination of both? A strategy for survival in the form of isolation, or a quest for a functioning symbiosis?\u201d (Hj\u00e4rpe, 2011, p. 130, Lundgrens \u00f6vers\u00e4ttning)<\/p>\n
Om \u00e4mnet inte ska f\u00f6rmedla m\u00e4tbara \u201dpre-designed products\u201d \u2013 vad ska det d\u00e5 inneh\u00e5lla? Hur kan \u00e4mnet f\u00f6rbereda f\u00f6r en of\u00f6rutbest\u00e4md (samh\u00e4llelig) framtid? Hur kan elevernas fantasi, sj\u00e4lvst\u00e4ndighet och vetgirighet kultiveras \u2013 utan att vi med f\u00f6rutfattade meningar och kanske f\u00f6rdomsfullt definierar vad som \u00e4r bra respektive d\u00e5liga \u201dkreationer\u201d i det framtida och ok\u00e4nda samh\u00e4llet?<\/p>\n
Vilken \u201dsamh\u00e4llelig genetik\u201d \u00e4r det som vi vill ska finnas kvar n\u00e4r vi inte lever l\u00e4ngre?<\/p>\n
I s\u00f6kandet efter svaren kan kanske de filosofiska utg\u00e5ngspunkterna i en annan artikel, i samma tidskrift och fr\u00e5n samma konferens, vara behj\u00e4lpliga: \u201dCurriculum work as educational leadership – paradoxes and theoretical foundations\u201d av M. Uljens.<\/p>\n
<\/p>\n
Referenser\u00a0<\/strong><\/p>\n Dewey, J. (1916). Democracy and education<\/em>. New York: MacMillan.<\/p>\n Lundgren, U.P. (2015) When curriculum theory came to Sweden. \u00a0Nordic Journal of Studies in Educational Policy<\/em>. 2015:1<\/p>\n Hj\u00e4rpe, J. (2011). En islamologs pedagogiska reflektioner. Berglund, J. Larsson, G. & Lundgren, U.P. (red.): Att s\u00f6ka kunskap \u2013 islamisk utbildning och pedagogik i historia och nutid.<\/em> Stockholm: Liber.<\/p>\n Uljens, M. (2015) Curriculum work as educational leadership – paradoxes and theoretical foundations. Nordic Journal of Studies in Educational Policy<\/em>. 2015:1<\/p>\n