Is ‘Pedagogik’ as an Academic Discipline in Sweden Just a Phenomenon for the Twentieth Century? The Effects of Recent Education Reform

Abstract

In this article, the disciplinary transitions of Pedagogik in Sweden during the last century are examined. The material used includes written expert assessments, inaugural lectures, syllabuses, descriptions of teaching and research duties, governmental reports and research activities. Three different periods are detectable. From the first decade until the mid-century, an embryonic stage of psychometrics and intelligence testing could be observed. From mid-century up to the mid-1970s, a neo-behaviouristic paradigm was growing strong and dominated school research and a new teacher education was launched, supported with professorships in school research. From the mid-1970s up to the turn of the century, research was characterised by a variety of research perspectives and approaches. The conception of the discipline seems to be stable but under development. Parliamentarians searched for another knowledge base for teacher education than Pedagogik at the end of this period. There is evidence of Pedagogik moving towards an interdisciplinary approach, but there are also contradictory movements.