This study focuses on the politics of time in education by analysing ‘The Future School’ reports published by Nordic state authorities between 2010 and 2015. Building on a system-theoretical understanding of social time, steering and second-order observations, we investigate how temporal political communication frames the future of Nordic basic education. By applying semantic analysis, we identified four temporal topologies according to which these reports deal with the future: (a) calculated futures based on future projections with numbers; (b) unpredictable futures based on future projections contrasting learning with adaptivity; (c) technology-determined futures; and (d) personalised futures based on child well-being. Whereas these topologies constitute a shared semantical base for discussing the future of school education, a comparison of the reports also reveals differences and paradoxes between the temporal topologies in the Nordic welfare state context.

这项研究通过分析北欧国家当局在2010年至2015年之间发布的“未来学校”报告，着眼于教育的时间政治。基于对社会时间，指导和二阶观察的系统理论理解，我们研究了时间性政治交流构架了北欧基础教育的未来。通过应用语义分析，我们确定了四种时间拓扑，这些报告根据这些拓扑来处理未来：（a）根据带有数字的未来预测计算出的未来；（b）基于未来预测的不可预测的未来，将学习与适应性进行了对比；（c）技术决定的期货；（d）基于儿童福祉的个性化未来。这些拓扑构成了讨论学校教育未来的共享语义基础，