Towards a dynamic analysis of the content of schooling: narrow and broad didactics in Sweden
Educational research in Sweden has long neglected the problematical nature of the meaning-creating content of institutionalized socialization. This neglect is linked to the fact that the philosophical aspect of education and socialization has been forgotten. In this respect, the content of education has not been problematized but has been taken for granted by educational research, which at the same time has been a victim of psychological or sociological reductionism. By concentrating educational analysis on the meaning-creating content of socialization, and looking at that content as historically and socially dependent and subject to permanent pressure to change, we can create a dynamic educational research. A concrete manifestation of an emergent protest against the neglect of the content of schooling is the didactic wave` that has washed over Sweden during the last two decades. However, this protest has generally not yet reached the philosophical aspect of socialization other than as a legitimization of the new ambitions and/or as a confirmation of the scientific status of educational content. It is only when educational research re-establishes its philosophical role in a full sense, in relation to the pluralism of contemporary society, that it can assume a subtler critical function and perhaps at the same time a more prominent role within the scientific community and in public debate.