Folk High School and Cooperative Movement in Denmark

2010 ◽  
pp. 61-94
1995 ◽  
Vol 46 (1) ◽  
pp. 163-192
Author(s):  
Stig Thøgersen

Grundtvig in ChinaBy Stig ThøgersenGrundtvig and the Danish folk high-schools have been known to the Chinese since the beginning of this century. From the late 1920s, the attention of Chinese reformers turned to the rural areas, and »the Danish model« subsequently came to play a major role in the Chinese political discourse as an example of a country that had reached prosperity through education, the cooperative movement, class cooperation, and agricultural development rather than through industrialization and social polarization. A major proponent of Grundtvig’s ideas was Liang Shuming who from 1931 to 1937 headed an experiment with rural reconstruction in Shandong province. Liang was a cultural conservative who advocated economic and technological progress through the establishment of rural communities centred around village schools. The article examines the sources through which Liang and other Chinese learned about Denmark and Grundtvig, and shows how the image of a Danish Utopia was created by a number of enthusiastic supporters of the folk high-school idea, among them Peter Manniche, who visited Liang in Shandong. The relative failure of Liang’s experiment is analyzed in the context of his reception of this idealized image.


1992 ◽  
Vol 43 (1) ◽  
pp. 124-129
Author(s):  
William Michelsen

About God’s Daughter in the Folk High SchoolMidt i Højskolen (In the Middle of the Folk High School). An anthology published on the occasion of the 100th anniversary of the Association of Folk High Schools. Edited by Else Marie Boyhus. Gyldendal\ 1991. 269 pp.By William MichelsenThis beautiful book, introduced by the chairman of the Association, Ove Korsgaard, with a description of the development undergone by the folk high school movement since 1961, when the book »The Folk High School under Debate« was published, ends with an article by Ejvind Larsen, »The mysticism of popular democracy«, which has occasioned the present review of the book. Grundtvig’s ideas saturate the book, and it is illustrated with drawings from this century that all represent Grundtvig himself, combining to give a strong impression of the highly different ways in which this man has been perceived since his lifetime.The same is true of the many articles contained in the book, for example one by Henrik Yde about Martin Andersen Nexø and the Germany of the Weimar Republic. - There is hardly any doubt that among Grundtvig’s ideas the concept of the folk high school has been the most important in this century.However, Ejvind Larsen’s article does not deal so much with the cooperative movement or the folk high school as with those poems from Grundtvig’s late years where he speaks about .God’s daughter., and, in the final poems, about the wedding between God’s daughter and God’s Son. In a speech that he gave on his birthday in 1868 (and which is only known in the summary version that was published after that .Meeting of Friends.), he spoke about the »the Heavenly Father’s Daughter« who was to be raised in the North, »in another small holy land« - »as He raised His Son in the regions of Galilee«. Ejvind Larsen poses the question whether what Grundtvig had in mind may have been a »Wisdom«, corresponding to the »Sophia« that plays such an important role in the mysticism of the Byzantine Church, and after whom the main church in Constantinople was called. He confines himself to posing the question, and that is as it should be. For Grundtvig does not use the word or the name »Sophia« in any of the passages that he quotes from Grundtvig’s texts.According to Ejvind Larsen, Grundtvig, in his late work, comes closest to this Christian mysticism in the poem Dansk Ravnegalder (1860), which Grundtvig never had printed himself. It has been published by Holger Begtrup in Selected Works by Grundtvig, vol. X, pp. 363-484, without a commentary. Ejvind Larsen quotes some lines from it which say that metaphorically »Danish popular enlightenment« is a sister of »He who is the Light Himself«, and that it must have been created by God.The point of departure in Ejvind Larsen’s article is an emendation made by Grundtvig in 1861 in the second edition of »Scenes from Heroic Life in the North« in which the Christian Odinkar attempts unsuccessfully to convert the heathen Vagn Aagesen to Christianity. Vagn Aagesen refuses to believe that Jesus really did crush the head of the Evil One. Odinkar answers that by virtue of His victory the Christians are now able to vanquish the Subtil One »with Wisdom«. Ejvind Larsen theorizes that this »Wisdom« may be the Sophia of the Byzantine Church. The word »wisdom« does not occur in the original version from 1811. There is no doubt that Grundtvig emended the text so that it would agree with the stage in his view of Christianity that he had reached in 1861. But this does not necessarily mean that the word .wisdom. is identical with the Sophia of the Byzantine Church.It is a peculiar characteristic of Ejvind Larsen’s article that he does not emphasize the ecclesiastical side of Grundtvig’s Christian view of man, but rather the importance it has acquired for the concept of the folk high school and thus for popular democracy, in particular through Grundtvig’s idea of man as a »divine experiment« (Norse Mythology, 1832).


Aphasiology ◽  
1997 ◽  
Vol 11 (7) ◽  
pp. 709-715 ◽  
Author(s):  
P. Währborg ◽  
P. Borenstein ◽  
S. Linell ◽  
E. Hedberg-borenstein ◽  
M. Asking
Keyword(s):  

2019 ◽  
pp. 96-115
Author(s):  
Johan Hansson

From its establishment in 1942, the Sami folk high school included crafts as an important part of its education program. The Swedish Mission Society, who founded the school, not only wanted to educate Sami youth to better their chances on the labour market but also to give them the opportunity to get acquainted with their Sami culture. Thus Sami crafts had a crucial role in educational activities at the folk high school. With the help of Gert Biesta’s concepts, the article shows that crafts had a socializing function. The teaching strengthened the students’ collective identity and provided them with traditional skills and knowledge. However, Lennart Wallmark, the school principal (1942-1972), stressed the importance of learning crafts for other purposes. Influenced by religious thinkers, he stated that the students would also be strengthened as individuals: a process of subjectification. Moreover, the crafts lessons had a third function: qualification. Though the studies were not vocational as such, they could simplify the process of procuring the quality label bestowed by the Sami organization Same Ätnam to crafts of especially high quality. Wallmark and the teachers in crafts were important for the development of craft education at the folk high school. However, Same Ätnam’s ideas of Sami handicraft and government regulations were also influential. These inner and outer forces contributed to the teaching so that it, on one hand, did not change much but, on the other hand, was congruous with the rest of the society.


1993 ◽  
Vol 44 (1) ◽  
pp. 141-144
Author(s):  
William Michelsen

Erica Simon26/2 1910 - 11/2 1993William Michelsen writes a personal obituary about the French Grundtvig scholar Erica Simon. He first met Erica Simon in the middle of the fifties, when she was studying the Swedish folk high schools and wanted to meet all the Grundtvig scholars and people who put Grundtvig’s ideas into practice. Erica Simon was a university professor in Scandinavian languages and literature, but she also founded her own folk high scholl west of Lyons. Erica Simon’s interest in Grundtvig and her commitment to the Grundtvig’s ideal of .the school for life. was aroused in the mid-fifties, when she studied at Uppsala and met the Swedish folk high scholl Hvilan in Sk.ne. Erica Simon worked together especially with the Nordic folk high school in Kung.lv, and she wanted to spread the knowledge of Grundtvig’s ideas, not only in France, but all over the world. Like Grundtvig, Erica Simon wanted to find the roots of folk culture behind the influence from the Roman Empire, an influence which underlies the centralized school system dating back to Napoleonic France. Erica Simon’s main subject in her Grundtvig research was his ideas of the connection between folk enlightenment and science or scholarship. Science and folk culture are different matters but have to interact in order to establish a scholarship built on folk culture. In accordance with Grundtvig, Erica Simon stresses medieval Anglo-Saxon and Icelandic literature as the Nordic element in universal history, establishing a vernacular culture in opposition to the Latin school and scholarship. Erica Simon was a passionate scholar and interpreter of Grundtvigian ideas. She often visited Denmark and was on the Committe of Grundtvig-Selskabet, where she gave lectures, and she published papers in the Grundtvig-Studier in 1969 and 1973.Erica Simon was born i Königsberg on February 26th, 1910. She spent her youth in Hannover and afterwards studied language and literature in Geneva and in Paris. She married in 1936 and became a widow in 1942, but remarried, bearing the name Vollboudt. Jacques Kleiner, her son from her first marriage, today lives in Switserland. From 1939-54 she was a secondary school teacher in France, but in 1954 she began studying the Nordic folk high school, doing research in Uppsala in 1955-56. In 1962 she became a doctor at the Sorbonne University in Paris (Doctorat d.tat in 1962), with a dissertation about the Swedish folk high schools in the late 18th century.


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