Koulukasvatusta teknologisoituvaan yhteiskuntaan : Kansakoulun opetussuunnitelman rakentuminen, 1945-1952

Education for a Technological Society. Public School Curriculum Construction, 1945-1952. The subject of my research is the significance of technology in the construction process of the public school curriculum during the years 1945-1952. During the period the war reparation and rebuilding placed demands and actions to rationalise and dramatise industry and agriculture. Thereby the ambitions of building a technological country and the reformation of curriculum took place simultaneously. Fordistian terms of reference, of which the principles were mass production, rationalisation and standardisation, a hierarchical division of labour and partition of assignments, provided a model for the developing curriculum. In the research the curriculum is examined as an artefact, which shapes socio-technically under the influence of social and technical factors. In the perspective of socio-technical construction the artefact is represented by the viewpoints of members of relevant social groups. The groups give meaning to the curriculum artefact, which determines the components of the curriculum. The weakness of the curriculum was its ineffectiveness, which was due to three critical problems. Firstly, the curriculum was to be based on scientific work, which meant the development of schools through experiments and scientific research. Secondly, the civilised conseption in the curriculum was to be composed of theoretical knowledge, as well as practical skills. Practical education was useful for both the individual and society. Thirdly, the curriculum was to be reformed in a way that the individuality of the pupil would be taken into account. It was useful for the society that talents and natural abilities of every pupil were observed and used to direct the pupil to the proper place in the social division of labour, according to the "right man in a right place" principle. The solutions to critical problems formed the instructions of the public school curriculum, which described the nature and content of education. Technology and its development were on essential part of the whole school curriculum process. The quality words connected to the development of technology - progress, rationality and effectiveness - were also suitable qualifiers and reasons for the reform of the curriculum. On the other hand, technology set a point of comparison and demand for the development of all phases of education. The view of technology was not clearly deterministic - it was also possible to shape technological society with the help of education. The public school curriculum process indicates how originally the principles of technological systems were shaped to the language of education and accepted in educational content.

Paul Blum calling card with photograph Portraits Men

Digital Image

Portrait of Paul Blum Portraits Men

Digital Image

View of Paul I. Landmann manufacturing factory; Mannheim-Neckarau Business Establishments; Factories

"Fabrikansicht"

Printing room 1; Paul I. Landmann Manufacturing Factory; Mannheim-Neckarau Business Establishments; Factories

"Drucksaal 1"

Printing room; Paul I. Landmann Manufacturing Factory; Mannheim-Neckarau Business Establishments; Factories

"Umdruckerei"

Stamping room; Paul I. Landmann manufacturing factory; Mannheim-Neckarau Business Establishments; Factories

"Pragesaal"

Studio and office; Paul I. Landmann manufacturing factory; Mannheim-Neckarau Business Establishments; Factories

"Atelier und Buero"

Paul I. Landmann manufacturing factory; Mannheim-Neckarau Business Establishments; Factories

"Fabrikansicht von der Toreinfahrt"

Factory employee housing; Paul I. Landmann Manufacturing Factory; Mannheim-Neckarau Business Establishments; Factories

"Arbeiter und Mietshaeuser"

Factory employee housing; Paul I. Landmann Manufacturing Factory; Mannheim-Neckarau Business Establishments; Factories

"Arbeiter und Mietshaeuser"

Hugo Steiner-Prag section at the International Book Arts Exhibition; Leipzig.

Verso: Internationale Buchkunstausstellung1927. Abteilung Hugo Steiner-Prag

Lucien Levy-Bruehl, Albert Einstein, Franz Oppenheimer, Arthur Liebert and his son, Paul Tillich, unidentified woman and Mrs. Charles Blondel outside the Grand Hotel Curhaus during the Davoser Hochschulkurse; Davos, Switzerland Portraits Groups

The Davoser Hochschulkurse took place for the first time in 1928. Mainly university teachers from Germany, France, Switzerland (perhaps elsewhere) offered lectures to students recovering from tuberculosis at the health resort in the Swiss mountains. The lecturers were accommodated at the Grand Hotel Curhaus, where the lectures also took place.