The Transformation of Humanities Education
The Case of Norway 1960-2000 from a Systems-Theoretical Perspective
This first comprehensive study of Norwegian humanities education employs systems theory to analyze its transformation from a form of teacher training to its modern status as research-oriented generalist education.
Using historical documents and statistical analyses, Vidar Grøtta shows that the expansion of the post-war research system in Norway led to an increase in admissions to humanities education in the 1960s and an ensuing research drift in humanities curricula. Interacting with certain political dynamics and the knowledge economy that has emerged since the 1970s, this research drift resulted in a shift in humanists' career patterns and a transformation of the societal functions of the humanities.
The most recent developments in Norwegian humanities education, from 2000 to 2018, are outlined and discussed in the afterword to this volume.
Kapitel-Übersicht
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Frontmatter
Seiten 1 - 4 -
Contents
Seiten 5 - 6 -
Preface
Seiten 7 - 10 -
Part one: Theory
1. Introduction to part one
Seiten 13 - 22 -
2. Niklas Luhmann's systems theory
Seiten 23 - 26 -
3. Key concepts in systems theory
Seiten 27 - 50 -
4. Comparing theories for higher education research
Seiten 51 - 70 -
5. The use of theory in this study
Seiten 71 - 72 -
Part two: Admissions
6. Introduction to part two
Seiten 75 - 122 -
7. The humanities and higher education policymaking, 1955-1975
Seiten 123 - 176 -
8. Stagnation in humanities education, 1975-1987
Seiten 177 - 190 -
9. The second expansionist period, 1987-2000
Seiten 191 - 220 -
10. Conclusions to part two
Seiten 221 - 228 -
Part three: Curricula
11. Introduction to part three
Seiten 231 - 272 -
12. History
Seiten 273 - 302 -
13. English studies
Seiten 303 - 330 -
14. General literature studies
Seiten 331 - 358 -
15. Philosophy
Seiten 359 - 388 -
16. Conclusions to part three
Seiten 389 - 404 -
Part four: Careers
17. Introduction to part four
Seiten 407 - 428 -
18. The period 1960-1975: Humanities education as teacher education
Seiten 429 - 448 -
19. The period 1975-1985: The transformation
Seiten 449 - 482 -
20. The period 1985-2000: Humanities education and "boundaryless" careers
Seiten 483 - 506 -
21. Conclusions to part four
Seiten 507 - 512 -
Part five: Conclusions
22. Conclusions to the study
Seiten 515 - 522 -
Afterword, 2000-2018
Seiten 523 - 538 -
Appendices
Seiten 539 - 546 -
References
Seiten 547 - 572
6. Februar 2019, 572 Seiten
ISBN: 978-3-8376-4307-7
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