Abstract

The pupils’ general development is a core value in the legal framework and purpose of the Nordic schools. In spite of various attempts to specify the concept both theoretically and pedagogically, it is still considered an abstract and broad concept that lacks content and relation to the pupils’ lifeworlds. The present article demonstrates that it is possible to identify a number of lifeworld challenges and to describe and operationalise these using Life Psychology. This approach forms the theoretical basis for the formation of a categorial pedagogy aimed at the pupils’ general development which builds on concrete aspects of the pupils’ lifeworlds on the one hand and, on the other hand, is related to various generic human life tasks and skills that the pupils must achieve to comprehend and manage the world and themselves. Thus, the present article presents a unique list of examples of age-appropriate lifeworld challenges for exemplary use in secondary school aiming at the pupils’ general development and education.

摘要

在北欧学校的法律框架和宗旨中，学生的全面发展是一项核心价值。尽管进行了各种理论上和教学上的尝试，但仍被认为是抽象且广泛的概念，缺乏与学生生活世界的内容和联系。本文证明，有可能识别出许多生活世界中的挑战，并使用生命心理学来描述和实施这些挑战。这种方法为形成针对学生总体发展的分类教学法提供了理论基础，该教学法一方面建立在学生生活世界的具体方面之上，另一方面又与各种普通的人类生活任务有关，并且学生理解和管理世界及自己必须具备的技能。从而，