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EDUCATIONAL RESEARCH in Norway in the Twentiethcentury

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EDUCATIONAL RESEARCH in Norway in the Twentiethcentury O&44093 Bulletin 1963, No.41 . EDUCATIONAL RESEARCH In Norway In the TwentiethCentury .16 DR. JOBS. SANDVEN Institute for Educational Research University of Oslo a U.S. DEPARTMENT;OF HEALTH, EDUCATIQN, ANDWELFARE Office ofEducation .4° Contents Pan FOREWORD INTRODUCTION 1 Independent Research Workersto 1930 3 Pioneer Efforts 3 Child Study Begins 4 Organizjng Educational Research Duringthe 1930's 7 New Professorship of Education School Board ResearchCommittee 8 Norwegian CarnegieCommittee 9 Research by Individuals 9 War Years and Early PostwarDevelopments ,c 11 School Board Committeefor Research 12 histitute for EducationalResearch 13 Unsponsored Research i 14 Developments After 1950 16. Norwegian Resesirch Council 16 Group C.Psychology,Education, Youth Problems 17 Testa of Maturity 18 Other Council Projects 20 Norwegian Collegefor Teachers 21 Historical Studies 21 Ed ucationPsychology 22 Institute's PublicationSeries 22 Text References 25 wt. Ea 7 Foreword A The evolution of educationas auniversity discipline andas an area for serious research is herein describedbyaneminent Norwegianpro- fessor of education, Dr. (Rills.Sandven. ResearchersonAmerican education will be struck by. certain ob- vious parallels betweenNorway and the United States.In bothcoun- tries educationas ascienceemergesaround 1900, though Professor Sandven citesasAmerican forerunners the work' of G.Stanley Hall and thd establishment of theNational Society for the Study of Educa- tionnearthe end of the 19thcentury. In both countries, developmentsby the 1920's had reached the stage where professors of educationwerebeing proposedasadditions to the traditional universities' faculties.In United States institu- tions of higher learningsuch professorswereactually formingauni- versity facultyorschool of education by the late 1920's.In Norway the suggestion thataprofessorship of education be createdat the University of Oslowasdiscussed in the 1920's, but finalapproval camelate in the 1930's. The first scholartooccupythis professorship of educationwisah eminenCresearcher, Dr. HelgaEng, whose scholarly workgoesbitck to her doctoral dissertation of 1912.Dr. Sandven succeeded Dr. Eng at the University of Oslo after World War II and iseminently quali- fiedto reporton pastandpresent educational research in Norway. GEORGE A. MALE Speciali8t in ComparativeEducation U.S. Office of Education Introduction The acience of educationingorwaycovers awide field.It in- eludes child psychologyand the psychology of adolescents, educa- tional psychology, educationalmethods, philosophy of education and the history of theschool syritem.It is scarcely possible to makeany sharp distinction betweeneducationas asubject and other social sciences. Educationalresearch has hadarelatively short period of develop- mentin Norway. Empiricalresearch, witha.view to clarifyingcon- ditions of importanceto eduiational activity,wasbegunatthe end of the 19thcentury. The rudiments of child psychology originated after the publication ofW. Preyer's book, Die Seek des Xindes (The Mind of the Chila) in1882, and Stanley Hall's basic research into the imaginative life ofthe child.There graduallyarose,inmany coun- tries,akeen interest-in thathildas aresearch object, andanumber of organizationswerefoundedto further the study of children. The first of these, The Natiorial Societyfor the Study of Education,was established in the UnitedStates in1893. The results of themany research projectswithin the field of developmental psychology and educational psychologyeventuaHyaccurnkliatedto thepoint that,to achieve the value theydeserved for pmaica teachingpurposes,itwas necessary topresent themcollectively. Thus, E. Meumann's EverimektellePadagogikvaspublished in 1907, and inaftexpanded edition ins1914.hr the United States,g. L.Thorndikeissued his EducationalPsychology inonevolume in 1903, and in three volumesin 1913. InNorway,asinanumber of other centries, much time elapsed beforeanunderstanding of the importanA of educationalresearch became widespread.. Allowingforacertain degree of simplification, one maydesignate four mainsta!in the developmentipf educational 'researchin Norway in the 20thcentury. r. L Harty decades to 1930: Research by Independent workers withoutsupport ofanyscientific body and untelated tOanyinstitution for educational research: e. 2. 19304940:)Independeitresearch continued andwasaided by the evolution of agenciesto promote educational research: reestablishment Of thepro- fessorship of education; thecreatiop of,anIwititute for Educational Resetichat the University of Oslo;formation ofacommittee for educa- 1 a 2 EDUCATIONALRESEARCH INNORWAY tional research bythe city ofOslo andnearbycommunities;and theestab- lishing of the NorwegianCarnegieCommittee tostudy schoolexaminations. 3. World War IIand earlyposttoar:Despiteobstacles,efforts continued which providedvaluableexperience forimmediate postwardevelopment. 4. Developmentsfrom 1950:Highlightedby theformation ofthe, Norwegian ResearchCouncilfor ,Scienceand theHumanities,one section of which deals withpsychology,education,and youthproblems. Independent ResearchWorkers to 1930 In the present study itis notpdssibletodescribe all the projects which could beincluded ina morecomplete analysis. Nor is iteasy todrawaline between workwhichcanbe describedasofapurely investigatory'nature, and that ofawider andmorepopularscope, with the dissemination ofinformationasits aim. Pioneer Efforts Rtitsearchin Norway within the field of thehistory of educationwas in the foreground prior to 1930, while,onthe other hand, little work wasbasedonempirical investigations. The history of theNorwegian school from 1739 to 1842, withspecial emphasisonthe general educa- tion of the people,wasthoroughly treated ina2-volume work by Torkein Hoverstad.1 Apart from this, onlyafew publications about the educator, OleVig,1orthose connected with theJubilee Year 1914, celebrating the 100th birthday ofmodern-day Norway,canbe said to have madeanycontribution to the history of the elementaryschool' Two notableworksonsecondary schools,* by A. E. Richsen,pre- sented the history of twoofNorway's oldest Cathedral schools,in Bergen and Trondheim, and servedas a sourceof inspiration foi later research in thehistoryof education. From time totime, the histories of other schoolswerepublished, suchasI. F. W. Neuberth's bookon the Tordenskiold school," and E.Ass'sonthe Cathedral School in Stavanger.' In 1910, R. Stauri publishedanoutline of the history of the folk high schools in Scandinavia,' andin 1920, A. Bechholm broughtouthis historical workonthe education of elementary school- teachets in Norway." The subject of TrygveDokk's doctoral-Thesis, published in 1929;wasthe historical development ofreligious and ethical education. Thegeneral history of Norwegianeducation and the developmetitof the philosophy of educationwerediscussed insomewidely read works by Otto Anderssen,oneof which dealt with the relationbetween real- ism and classicism.10 Thegrammarschool in Norwaywasthe subject ofabook by Einar Sigmund."nelga Eng's bookonarteducation described-ibebeginning of the teaching of art inEngland, its further All text references with English translation of titles arelisted at the end of this study. s. EDUCATIONALRESEARCHINNORWAY developmentby Germanteachers,and themethodsemployedin ScandiDaviancountries." As regardseducationalresearchofanempiricalnature, tively compara- fewprojectswerecarriedout in thedecadesup to 1930. Knowl- edgeof theextensive educationalresearchwork inothercountrieswas stilllacking.Thatthechild'sdevelopmentand learning peculiaritiesin the process could bemadethesubject ofscientific hadnotyet been investigation realizedto theextent thatorganizedresearch in fieldwas seriously this considered.Abeginningwasmadein 1899 with the :1 appeartplce of thefirstNorwegianworkin thefield ofchild ogy, a brief study psychol- of colorsenseinchildren,by K.B. R.Aars." 1904, E.Aars In publishedhisinvestigationof"thinking"and "will"in schoolchildren, basedon questionnairesansweredbyteachers."The endeavor,though somewhatfumblingand vague,showedthatempiri- calstudyof thechild was beginningto mature.In hisintroduction, theauthorindicated thatNorwaywas notunawareofdevelopments othercountries. in With theexception ofindividual workson school hygieneby doctors,investiga- tions withschoolchildren as their subjectare little knownhere. Inotherparts of EuropeandAmericathere have beena greatmany investigationsofdifferent kindscarriedout.In spiteof this,itmust be its statedthatthe workis stillin infancy.Thescience ofeducationmust inthe its early sameway be saidto be in stages,even thoughboth hereand inlargercountries ofeducational there isa fund experiencewhich,individually,has beenorganizedinto (Comenius,Pestalozzi, systems Herbert).Theaccumulatedexperiencefromteaching must,however,beconnectedwithan examinationof the of thechild's mostvariedaspects spiritualandphysicallife,before,usingthis futureeducational as a basis,any theoriescan be builtup.Thetheoriesbeing bygenuineeducationalvalues determined and aimsmust againbeexaminedseparately or seen inrelationto theircontexts. ChildStudyBegins Modestasitwas,theeducationalresearchof the of this firsttwo decades century laida foundation forfurtherefforts.Helga thesis forher En's doctorate,in1912,wasthe firstextensiveandimportant work in 'Norwayin the field ofchildstudy.°Thethesiswasbasedon an investigationof the understandingofabstractconcepts byschool childrenaged10 to 14years. Around thissametime,A. Aallanalyzed afocaleducational problemofchildrenbetween 7and16yearsofage,
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