A Brief History Of Education In Norway

1580 words - 6 pages

As Ralph Waldo Emerson once said, “We are students of words: we are shut up in schools, and colleges, and recitation -rooms, for ten or fifteen years, and come out at last with a bag of wind, a memory of words, and do not know a thing.” I know it is an understatement to say that all professors do this, but most do believe that every student has learned the subjects they are teaching, when in reality it is not like that. First, I believe that every student has a different way of learning and second, I believe that regardless of whether or not it has been taught before, it is one’s job to teach it because they are getting paid for it. Personal investment reflects the effective outcome that is provided by whoever it is that is teaching the students. In many nations it is a high priority to whether teachers are treated as professionals and that they have professional learning, as well. In Norway, children have equal rights when it comes to education regardless of their social status, gender, and special needs (Education in Norway 5). Knowing how the education in Norway developed is a great way to get a sense of how this phenomenon of personal investment relates to the benefits and disadvantages that society has had in this particular time.
During the mid 1700s, Norway had only a few people that were able to read and write, but most were illiterate. Because of the Church, Norway passed its Education Act in 1739, which helped stabilize ideas of a good education system. The Education Act of 1739 consisted of sixteen chapters, all which had their own sections that laid down the basis of what education should consist of. As Chapter 1, Section 1-1 implies that “education shall be based on fundamental values in Christian and humanist heritage and traditions, … [that] shall help increase the knowledge and understanding of the national cultural heritage and our common international cultural traditions” (Education Act). What this implies is that education should not only teach the fundamentals of mathematics, writing, and etc. but the fundamentals of “fitting in a society.” In this same section it is said, “The pupils and apprentices shall develop knowledge, skills and attitudes so that they can master their lives and can take part in working life and society” (Education Act). With this being said, I truly believe that the fundamentals of education have a high impact on how it will go about. The idea of equal opportunity has been the central element in the Norwegian education system. For more than 80 years, compulsory school, high school, and tertiary education has been free of charge to anyone that attends school, including nonresidents that study in Norway (Norwegian Education). Norwegian education was based on a Unified School, which was based on “student adapted teaching”, where a student was entitled to an adapted form of teaching that pleased their needs for knowledge.
Basing an education on the ideals of Norwegian culture and society seemed to...

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