2022 Volume 64 Issue 3 Pages 205-214
The purpose of this article is to analyze the changes in the sloyd education in Sweden after 1962, focusing on the texts from the National Curricula for the compulsory schools. As the method of research, the official documents have been analyzed: the National Curricula published in 1962, 1969, 1980, 1994 and 2011. First, the sloyd subject was prescribed to aim at the acquisition of techniques and knowledge for the handicraft in 1962. It turned to the subject promoting comprehensive development through the training of manual, intellectual and emotional ability in 1969. The revision in 1980 caused it to aim at developing creative ability. Fourteen years later, in 1994, the revised version came into effect and prescribed that it should develop students' all-round progress through the cultivating creative, manual and communicative ability. The latest major revision of 2011 suggest that the subject should help develop students' creativity including finding the best solutions to the problems. These results lead us to the conclusion that the foundation of the subject has been consistently on craft knowledge, techniques, and traditions for Swedish handicrafts, sloyd, although the texts from official documents have changed as stated above.
