Browsing by Author "Gauffin, Jonatan"

Schwartz theory of basic human values is a globally used and recognized theory that is also used in Finnish research. The theory includes 10 values ​​that can be considered globally prevalent. The theory is divided into four categories: conservation, self-transcendence, self-enhancement, openness to change. In addition, the underlying motivation for the different values ​​is divided into individual, collective and mixed interests. In this research the aim is to analyze which of Schwartz's values ​​appear in the national curriculum of 1994 and 2014 and look at changes in values ​​between the years 1994 and 2014. There seems to be a need to examine the value base in the national curriculum to better understand which values ​​form the basis for the big autonomy that is given to schools and teachers in the curriculum. Previous research shows that conservation and self-transcending values ​​have been strongly prevalent in basic education. The survey's research data consisted of the value-based chapters in the national curriculum of 1994 and 2014. Schwartz theory of basic human values and Schwartz Value Survey (SVS) were used as a theoretical reference framework and analysis tools. The investigation was carried out according to mixed methods, where a qualitative interpretive deductive text analysis constituted the main research method, with a quantitatively measuring deductive text analysis as a supplementary analysis method. In the results section, the survey showed universalism as by far the most prevalent value in the curricula. Major changes found were that the value tradition's high occurrence in the national curriculum of 1994 had been replaced by power in 2014. Self-direction showed a high occurrence, and the compatibility between universalism and self-direction can be seen as strong and in line with the curricula. The expressions of values ​​showed a big change between the years 1994 and 2014, described by the fact that diversity and multilingualism as expressions of values ​​appeared strongly in the national curriculum of 2014. Self-transcending values ​​and values ​​with openness to change were most prevalent with individual and mixed interests as the underlying motivation. The result suggests that collective interests and values ​​that are conservation and self-enhancing are not well represented in the national curriculum of 2014, and possibly need to be taken into account.