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Chapter 21 The Question of Dialogue in Danish

Abstract

In this chapter, I examine how argumentation is portrayed in the subject of Danish (L1), focusing especially on the extent to which argumentation is linked both to the individual student and community building. I analyse central passages from recent curricula and a course on argumentation from the most used learning material in Denmark within the subject of Danish. The analysis is framed by the works and teaching of Isocrates, often called the father of humanities, highlighting a strong pragmatic stance and an overall orientation towards problems of the community, with an emphasis on phronesis as an educational goal. Additionally, I include perspectives from two Danish master thinkers, namely Grundtvig and his ideas about participation, equality and exchange, and Kierkegaard and his concept of the single individual, free and independent. Finally, the findings of the analysis will be discussed in relation to recent textbook studies within the subject of Danish as well as international studies on the teaching of argumentation pointing towards the need for a register of good exemplars of argumentation.

In: Exploring Textbooks and Cultural Change in Nordic Education 1536–2020
In: Exploring Textbooks and Cultural Change in Nordic Education 1536–2020
Part 3 The Growth of Nationalism and the Formation of Democracy
In: Exploring Textbooks and Cultural Change in Nordic Education 1536–2020
In: Exploring Textbooks and Cultural Change in Nordic Education 1536–2020
In: Exploring Textbooks and Cultural Change in Nordic Education 1536–2020
In: Exploring Textbooks and Cultural Change in Nordic Education 1536–2020
Listen to the podcast with Editors Merethe Roos and Henrik Edgren

This volume addresses a gap in previous research and explores Nordic textbooks chronologically and empirically from the Protestant Reformation to our present time. The chapters are written by scholars from universities in Finland, Denmark, Sweden and Norway, countries that distinguish themselves with a rich tradition of textbook research. The authors represent different academic traditions and use a wide range of scholarly methods and perspectives. The overall objective is to highlight how textbooks reflect national cultural politics and legislation. The various chapters cast light on how textbooks are integrated in national politics and demonstrate how they have contributed to nation-building and to strengthening the nations’ core values and other major political projects.

Contributors are: Karl Christian Alvestad, Norunn Askeland, Kjell Lars Berge, Peter Bernhardsson, Kerstin Bornholdt, Mads B. Claudi, Henrik Edgren, Morten Fink-Jensen, Stig Toke Gissel, Thomas Illum Hansen, Pirjo Hiidenmaa, Marthe Hommerstad, Axel Hörstedt, Kari-Anne Jørgensen-Vittersø, Tujia Laine, Esbjörn Larsson, Ragnhild Elisabeth Lund, Christina Matthiesen, Eva Maagerø, Tuva Skjelbred Nodeland, Kari H. Nordberg, Merethe Roos, Henriette Hogga Siljan, Johan Laurits Tønnesson and Janne Varjo.