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In the Spirit of Uno Cygnaeus – Pedagogical Questions of Today and Tomorrow

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In the Spirit of Uno Cygnaeus – Pedagogical Questions of Today and Tomorrow Aki Rasinen & Timo Rissanen (eds.) In the Spirit of Uno Cygnaeus – Pedagogical Questions of Today and Tomorrow DEPARTMENT OF TEACHER EDUCATION Aki Rasinen & Timo Rissanen (eds.) In the Spirit of Uno Cygnaeus – Pedagogical Questions of Today and Tomorrow 200th Anniversary of the Birthday of Uno Cygnaeus Symposium 12th - 13th October, 2010 Department of Teacher Education, University of Jyväskylä, Finland Jyväskylä 2010 Editors Aki Rasinen, Timo Rissanen Department of Teacher Education, University of Jyväskylä Layout by Pekka Olsbo & Sini Rainivaara, Publishing Unit, Jyväskylä University Library Cover picture: Uno Cygnaeus, collections of Jyväskylä University Museum ISBN 978-951-39-4045-4 Copyright © 2010, by University of Jyväskylä Jyväskylä University Printing House, Jyväskylä 2010 PREFACE The 200th anniversary of Uno Cygnaeus’s birth took place on the 12th October, 2010. He was the founder of Finnish teacher education, which was started at Jyväskylä Teacher Training College (Seminar) in 1863. The influence of Cygnaeus’s work on the Finnish general education is remarkable. He emphasized a balanced education and an intrinsic part of this was craft education which was accepted as a compulsory subject in the Finnish folk schools. Uno Cygnaeus and Otto Salomon, his colleague from Sweden, cooperated to spread the idea of crafts (slöjd in Swedish and later sloyd in English) and craft education internationally. Cygneaus regarded it as important that craft education was not merely the study of techniques or pre-vocational training but an effective means to achieve the balance of the head, heart and hand. The Department of Teacher Education celebrated Cygnaeus on his birthday when staff members, students and international guests congregated for a two-day symposium to review Cygnaeus’s national and international importance in the field of education. The presentations of the symposium are collected in this book. The publication in hand discusses the work of Uno Cygnaeus and its influence on education, particularly craft and technology education in various countries. How craft and technology education has developed varies from country to country and the emphasis areas differ between national educational systems. Generally speaking, the development is towards design and technology education in the international context. The book views craft and technology education from many perspectives. Some articles examine the history of craft and technology education, whereas others introduce possible alternatives for the present practice and further development of the subject area. There are also presentations about methodology, learning at pre-school, general education schools or universities, and gender and critical considerations. The papers are written on the one hand by experienced professors and on the other hand by persons who are still in the beginning of their researcher career. Most of the authors are not native English speakers and, therefore, the reader is kindly asked to take this into consideration. We hope that the articles will show the reader the historical background and the present situation in various countries and also offer ideas for further development of craft and technology education worldwide. We would like to express our gratitude to the Department of Teacher Education for financing the printing of this book. Jyväskylä 12th October, 2010 Aki Rasinen Timo Rissanen CONTENTS PREFACE Cygnaeus and His Reputation ..................................................................................... 7 Kustaa H. J. Vilkuna Uno Cygnaeus; The Finnish Visionary Who Changed Education Forever ......... 17 William E. Dugger, Jr. The Concept-Context Approach in Technology Education ................................... 23 Marc J. de Vries The Status of Technology Education in the United States, 2010 ............................ 33 William E. Dugger, Jr. Finnish Technological Education ............................................................................... 45 Tapani Kananoja International Cooperation in Industrial Technology Education – The Case of Aichi University of Education ............................................................ 61 Hidetoshi Miyakawa and Haruna Miyauchi Searching New Values for Craft Education: Can Design Based Learning Be a Solution .................................................................................................................. 71 Pirita Seitamaa-Hakkarainen The New National Curriculum for the Estonian School. Technological Subjects. Technology Education ....................................................... 91 Mart Soobik Creativity, Innovation and Entrepreneurship and Education 2020 – Some Considerations from Crafts Part ................................................................ 109 Eila Lindfors Gender Differences in Technology Education; Searching Ways to Encourage Girls to Study Technology ....................................................................................... 121 Sonja Virtanen and Pasi Ikonen Finnish Sloyd and Educational Handicrafts ........................................................... 131 Hans-Joachim Reincke Do We Bring up Passive Conformists or Active Constructors? Some Thoughts about Technological Determinism and its Reflections in Finnish Comprehensive School ............................................................................ 143 Antti Pirhonen Uno Cygnaeus Regarding Arts and Crafts Design; We Need a New, Deep Going Reading Method and Learning .......................................................... 151 Eeva-Maija Lappalainen The Introduction of Fröbelism and Kinderkarten in Finland - Through the Age of Uno Cygnaeus - ................................................................... 157 Takao Ito From Art & Craft Education to Design and Technology Education, a Thirty Year Story! .................................................................................................... 169 Jacques Ginestié Cygnaeus, Fröbel and the Finnish National Curriculum of Handicraft ............. 183 Ulla Kiviniemi and Pirjo Vuorinen STEM Education at Ph.D. Technology and Engineering Education Universities .................................................................................................................. 191 Keith Upchurch and John Ritz Change in Students Perceptions during the Creating Process about Heritage Building ....................................................................................................... 211 Jani Kaasinen The New Pedagogical Model for Technology Education ..................................... 217 Tuomas Olli Teacher Students’ Individual Growth into the Craftsteachership ...................... 223 Mika Metsärinne, Sampsa Kullas, Manne Kallio and Matti Pirttimaa Kustaa H. J. Vilkuna Professor, Ph.D. University of Jyväskylä Finland CYGNAEUS AND HIS REPUTATION Uno Cygnaeus is, and was, an institution and a national monument. In his lifetime, he was practically identified with progressive elementary school education in Finland. The man and the institution were indistinguishable. Soon after his death, he also began to be regarded as a kind of ideal Finn, a man who brought enlightenment and liberty to the nation and even an important figure in the history of humankind. In the late nineteenth century, Cygnaeus was called “the father of the Finnish elementary school”. This appellation was based on his exceptionally significant and elemental life's work, which influenced the culture and identity of the nation, and which, it was thought, would bear fruit for centuries to come. In this article, I shall address the question of the canonization of a great man: how and why Uno Cygnaeus came to be called “the father of the Finnish elementary school”; what kind of father he was depicted to be; and what kind of political, social and cultural contexts this fatherhood was associated with at any given time. I shall concentrate on the last quarter of the nineteenth century and examine the process of canonization in public writings, newspaper articles, literature, speeches, talks and lectures. The nineteenth century was characterized by nationalist ideals. Populations became peoples and nations, and for this change, or progress, they needed an historical and human foundation. The smaller the population, the sparer its social structure and the less history it possessed as a state, the more important it became for it to nominate monumental public figures and to create national monuments. Great men provided the foundation for change and pointed the way to the future. They were the exemplars of the people, and the aspirations of the nation were projected through them. The objectives and achievements of the people thus became inscribed in the names of individuals. In Finland, the nationalist ideal, publicity and education joined forces in a young society with a faith in progress. An educative press, educative public functions, educative literature and science were all harnessed to the nationalist mission. Through them the people were led to civilization and prosperity; Cygnaeus exploited the public sphere assiduously and skilfully, writing hundreds of essays and newspaper articles about the school system and the development of education. It is probably no wonder that, given the situation in the nineteenth century, enlighteners and educators of the people were made into heroes of the nation. In good times, an educator could bring about reforms and disseminate his ideas, and in unfavourable circumstances he was honoured 8 as a defender
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