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The Didactics of History and Educational Policy in Denmark Historiedidaktik Og Uddannelsespolitik I Danmark

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The Didactics of History and Educational Policy in Denmark Historiedidaktik Og Uddannelsespolitik I Danmark The Didactics of History and Educational Policy in Denmark Five Lectures Historiedidaktik og uddannelsespolitik i Danmark Fem forelæsninger Harry Haue Gymnasiepædagogik Nr. 65. 2007 GYMNASIEPÆDAGOGIK Nr. 65 Oktober, 2007 Serieredaktør: Erik Damberg (IFPR/DIG) Tel: (+45) 65 50 31 30 Fax: (+45) 65 20 28 30 E-mail: [email protected] Udgivet af Institut for Filosofi, Pædagogik og Religionsstudier Syddansk Universitet Campusvej 55 5230 Odense M Translated by Thomas Derek Robinson Tryk: Print & Sign, Syddansk Universitet Sats og layout: DTP-Funktionen, Syddansk Universitet Translated by Thomas Derek Robinson, TD-Academics Omslagslayout: Eric Mourier Oplag: 600 ISSN: 1399-6096 ISBN: 87-7938-071-9 Indhold Preface .............................................................................................. 5 Forord ............................................................................................... 7 I. The Didactics of History in Denmark 1715-2005 ................. 9 II. The Danish Tradition of “Dannelse” ..................................... 37 III. History Education in Primary School ................................... 57 IV. The 2005-reform of history courses in the gymnasium educations ........................................................... 71 V. Educational policy in Denmark after 1945 ........................... 85 I. Historiedidaktik i Danmark 1715-2005 ................................. 107 II. Den danske dannelsestradition.............................................. 135 III. Historieundervisningen i grundskolen ................................ 153 IV. Reform af historieundervisningen i de gymnasiale uddannelser 2005 ................................................ 165 V. Uddannelsespolitik i Danmark efter 1945 ............................ 179 Litteratur............................................................................................ 199 Preface As a prelude to a guest-lecturer’s stay at the Christian-Albrechts University in Kiel in April of 2007, I developed five lectures, which are hereby published. Since there is little access to written material on the didactics of history and educational policy in Denmark outside of Scandinavia, these five lectures are translated into English so as to alleviate this state of affairs. The translation of certain central concepts from Danish into English is problematic however. It is in other words difficult to find expressions that convey the Danish understanding and usage of certain words in an exact manner. An example of such is ‘Almendannelse’, of which there is no equivalent in English. The expression, which comes closest, is ‘General character development’. Another concept that is problematic to translate is ‘didaktik’, which has several other linguistic functions than the English ‘didactics’. The translator has therefore added explanatory notes where necessary. The first lecture is on history education in the Danish gymnasium from the 18th century until the time before the reform of 2005. The outset has been the Enlightenment conception of history as Magister Vitæ, followed by the introduction of scientific methodology in history education in the 19th century, and the more pupil-oriented approach, which has marked the 20th century. History education must be seen in relation to the whole of the educational system and the second lecture is therefore about the development of the school and educational system in the last two hundred years. The overall theme is the interaction between a trend influenced by didactics (‘Bildung’) and an approach, which is influ- enced by the Anglo-American curriculum-mentality. The former took shape through the activities of Wilhelm von Humboldt in Prussia, at the beginning of the 19th century, while the other was given a more 6 Preface lasting formulation under the influence of the American educational philosopher John Dewey. The third lecture is on the last years’ reforms of the history edu- cation in basic schooling and the education of history teachers. The crux of the matter is the conflict between an approach, which takes its outset in the qualification of the pupils’ historical consciousness and a Canon-approach, which sets minimal standards for common knowledge. The latest proposal for a reform from 2006 has solved this potential opposition by developing plans for education, which comprises an interaction between the pupils’ knowledge about cer- tain topics and the formulation of competency goals for courses. The fourth lecture regards the reform of history education in the gym- na sium, which was implemented in 2005. Just as in the area of basic schooling the theme is here to which degree the previous princip le of free choice of materials was to be limited with requirements of going through certain topics. The result was the formulation of obli ga tory core materials comprising 21 topics, which are assumed to take up around a half of the allotted class time. Courses must live up to 10 com- petency goals, which also make up requirement for the oral exam. The fifth lecture focuses upon the interaction between societal de vel - op ment and the school and educational system, emphasising the time after the Second World War. Basic schooling was extended to nine years and the elite-gymnasium became the mass-gymnasium. This massive transformation was created by outer circumstances and the manner in which the Danish society choose to tackle this challen ge. A central question is thus: how globalisation has affected thought as regards schooling, education and history education in the later years? Some of the lectures are adaptations from previously published articles. The translation is financed by the Department of Humanities at the University of Southern Denmark and funds, which my col- league Erik Damberg has generously made available to me. I would like to thank them both. Harry Haue, Associate Professor, Dr.Phil., Institute of Philosophy, Education and the Study of Religions, University of Southern Denmark September, 2007 Forord Som optakt til et ophold ved Christian-Albrechts Universitetet i Kiel som gæstelærer ved Historisches Seminar i april 2007 udarbejdede jeg fem forelæsninger, som hermed offentliggøres. Da der ikke uden for Skandinavien er adgang til at læse ret meget om historiedidaktik og uddannelsespolitik i Danmark, oversættes de fem forelæsninger til engelsk i et forsøg på at bøde lidt på denne mangel. Imidlertid er oversættelsen af centrale begreber fra dansk til engelsk problema- tisk, da det er vanskeligt at finde udtryk, der gengiver den danske forståelse og brug af begrebet. Et eksempel er ‘almendannelse’, som ikke på engelsk har en sproglig ækvivalent; det udtryk, der kommer tættest på er ‘general character development’. Et andet vanskeligt oversætteligt begreb er ‘didaktik’, som har flere funktioner end det engelske ‘didactics’. Oversætteren har derfor indsat forklarende noter, hvor det forekommer hensigtsmæssigt. Den første forelæsning handler om historieundervisningen i det danske gymnasium fra 1700-tallet til tiden før reformen i 2005. Ud- gangspunktet er oplysningstidens forestillinger om historien som magister vitæ, fulgt af videnskabeliggørelsen af historieundervis- ningen i 1800-tallet, og det mere elevorienterede udgangspunkt for undervisningen, som har præget 1900-tallet. Historieundervisningen skal ses i relation til det samlede ud- dannelsessystem, og derfor handler den anden forelæsning om skole- og uddannelsesvæsenets udvikling i de seneste to århund- reder. Det gennemgående tema er her vekselvirkningen mellem en didaktikpræget udvikling og en tænkning, der er inspireret af den anglo-amerikanske curriculumtænkning. Den første tog form under Wilhelm von Humboldts virke i Preussen i begyndelsen af 1800-tal- 8 PrefaceForord let, mens den anden fik sit mere varige præg under indflydelse af den amerikanske uddannelsesfilosof John Dewey. Den tredje forelæsning omhandler de seneste års reformer af historieundervisningen på grundskoleområdet og historielærernes uddannelse. Omdrejningspunktet er konflikten mellem en tankegang, der tager udgangspunkt i en kvalificering af elevernes historiebe- vidsthed og en kanontænkning, der kræver et mindstemål af fælles viden. Den seneste oplæg til reform fra 2006 har løst denne mulige modsætning ved at udforme planer for en undervisning, der omfat- ter en vekselvirkning mellem elevernes viden om bestemte emner og en opstilling af kompetencemål for undervisningen. Den fjerde forelæsning omhandler den reform af gymnasiets histo- rieundervisning, som trådte i kraft i 2005. Ligesom på grundskoleom- rådet er temaet her, i hvilken grad det tidligere meget liberale stof- valgsprincip skulle begrænses med krav til en gennemgang af be stemte emner. Resultatet blev en formulering af et obligatorisk kerne stof, der omfatter 21 emner, som forudsættes at optage omkring halv delen af undervisningstiden. Undervisningen skal opfylde 10 kom petencemål, som også danner grundlag for den mundtlige eksamen. Den femte forelæsning fokuserer på samspillet mellem samfunds- udvikling og skole- og uddannelsesvæsenet med vægt på tiden efter 2. verdenskrig. Grundskolegangen blev forlænget til 9 år og elitegymnasiet blev til et massegymnasium. Denne voldsomme transformation blev fremkaldt af ydre konjunkturer og den måde det danske samfund valgte at besvare denne udfordring. Et centralt spørgsmål er, hvordan globaliseringen i de senere år har påvirket skole- og uddannelsestænkningen og historieundervisningen. Nogle af forelæsningerne er bearbejdning af tidligere offentliggjort artikler.
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