Dans i Skolen

New education was introduced in Denmark in the twenties. Periodicals were published, organizations established and experimental classes started. The most important were the classes at Vanloese School in Copenhagen. Here the children had freedom ofmovement at speech and the curriculum was developed from a Montessori inspired teaching material and the experiences and ideas of the children. The classes functioned well, but after four years they were closed down by the school board of Copenhagen.At the same time New education was transformed into a programme of reforms. Co-education, introduction of creative arts and abolition of corporal punishment are examples of this programme. As the programme was worded and the political work started, the dream of New education faded. Nevertheless central concepts have survived and are now elements in progressiveteaching. Progressivism of today protects the child as did New education and that is what progressivism always have done. The question therefore arises whether there still is and always have been a tension between the claims of the school and children's human development? If this tension is constant New education should not be regarded as a criticism of past authoritarian times, but as a manifestation of a still vivid and constant criticism of Western civilization.

En stadig tilbagevendende diskussion om idræt i grundskolen handler firkantet udtrykt om modsætningen mellem en aktivitetsbaseret hhv. læringsbaseret tilgang til undervisningen. Hele situationen omkring COVID-19 har på mange måder tydeliggjort, hvilke forskellige opfattelser der er af idrætsfaget – både set indefra med lærerøjne og set udefra. Er opgaven med at højne idrætsfagets status blevet ramt af en virus på linje med resten af samfundet?