Þurfalingar eða virkar og gerandi verur? Hugleiðing um menntun, tilgang og tilvistarverkefni

The meaning of education and what it is to be a human being can be read in the Icelandic National Curriculum Guide for Compulsory Schools. The definition is not obvious
and demands active reflection and interpretation from those that read it. I regard this
requirement which principals, teachers, and others responsible for education must take
notice of, as a very positive one. In a curriculum guide that is not too clear and demands
interpretation and reflective thinking from its readers, we have the opportunity to
improve schools. This paper is based on the author´s teaching experience, public policy in
education and discussions of professionals. The importance of education as an existential
project is discussed, where the “big questions”, which are philosophical questions, are at
the forefront. It is too common that fundamental concepts of education are neglected.
Those concepts are, for example, those of a human being and the purpose of education.
Teachers are often busy with their daily tasks such as organizing classes, teaching, testing,
grading students etc. in their attempts to meet the established requirements. Therefore
the “big questions” are often left behind.
When focusing our attention on the concepts of a human being and education while
reading the National Curriculum Guide we are led to an important notion which plays
a key role in the curriculum; that is, the concept of responsibility. What is the role of
responsibility in compulsory education in Iceland? How can students be responsible persons? These questions are among those raised in this paper concerning the Icelandic
National Curriculum Guide. In this paper it is suggested that in order for students to be
responsible individuals, they must have the opportunity to reflect and maintain dialogue
with teachers and their fellow students.