Pedagogiska imperativ och sociala nätverk i svensk medborgarbildning 1812–1828
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This thesis in the History of Education studies the pedagogization of Swedish society from 1812–1828. These ambitions were promoted by state officials and educational innovators who were tightly knit through social networks. The research questions are: Why did these individuals organize themselves the way they did in the field of education? Which practices of external communication and interaction within associations existed? Which impact did these practices of external communication and internal interaction have on the educational debate? Civic formation is analyzed through the activity or practices identified in the diffusion of useful knowledge, self-education, schools, and educational policies. Arguments for civic formation, educational imperatives, are reflected in new words and new schools. The imperatives are in part an outcome of social networking studied through affiliations to associations, newspapers and governing boards. Hence, a great number of affiliations have been organized in a new and advanced web-based application.
Papers and associations were important to dissolving feudal society, and as key ingredients for the emancipation of the middle class, they gradually gained more influence upon society. The educational reformers’ involvement in papers and societies were important for them coining new Swedish words with educational importance: it was an external communicative practice. Involvement in associations is somewhat more internal and has been studied as leading to social interaction. This interaction is studied as social capital through social network analysis. This revealed focal points on the individual level which made a significant contribution to the educational debate. These were social networks sustained by the spirit of Enlightenment and emancipation. What has long been unrecognized in the History of Education is presented as important features in this thesis through the analysis of social networks.