A Brief History of Education in Norway

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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 …show more content…
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 work well with Norway up until the Age of Technology. This system of Unified School seemed to work well in the 50s and 60s where most education was obtained in schools. However, many people argued that the Unified School lacked to achieve equality and education simultaneously rather than “achieve equality by socializing student groups to the values of an
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