Mobilisering af barnets potentiale for en bedre fremtid: Opdragelsestænkningen i Torben Gregersens vurderinger af børnebogsmanuskripter i perioden 1942–1954

Children's books were one of the scenes where ‘progressive’ professionals - mostly teachers, psychologists and artists - around WWII fought the battle to change society through changed educational thinking. Especially after WWII it was acknowledged that children's books could contribute to...

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Main Author: Trine Øland
Format: Article
Language:English
Published: Scandinavian University Press/Universitetsforlaget 2014-01-01
Series:Barnelitterært Forskningstidsskrift
Subjects:
Online Access:http://www.childlitaesthetics.net/index.php/blft/article/download/23736/32011
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spelling doaj-9e6dff63326d457ea73ff8945a54923b2020-11-25T00:52:57ZengScandinavian University Press/UniversitetsforlagetBarnelitterært Forskningstidsskrift 2000-74932014-01-015011010.3402/blft.v5.2373623736Mobilisering af barnets potentiale for en bedre fremtid: Opdragelsestænkningen i Torben Gregersens vurderinger af børnebogsmanuskripter i perioden 1942–1954Trine Øland0Afdeling for Pædagogik, Institut for Medier, Erkendelse og Formidling, Karen Blixens vej 4, 2300, København S, DanmarkChildren's books were one of the scenes where ‘progressive’ professionals - mostly teachers, psychologists and artists - around WWII fought the battle to change society through changed educational thinking. Especially after WWII it was acknowledged that children's books could contribute to the forming and education of the child, mobilising the child's potential to secure the future and promote peace and international understanding. This article examines so far unexamined sources, i.e., 89 assessments of children's book manuscripts from the private archives of Torben Gregersen (1911–1994): a teacher and prominent ‘progressivist’ hired by different publishers in the period 1942–1954. Using a descriptive and sociological approach, the article identifies the educational way of thinking imbedded in these assessments, which predominantly represents elements of developmental psychology, moral development and national culture, and literary and aesthetic-artistic elements to a lesser extent. Thus, the article shows that the emergence of ‘progressive’ elements which in research on children's literature normally are dated to the late 1960s, are not only present in the 1940s and 1950s in the assessments of Torben Gregersen; they are present with noteworthy nuance.http://www.childlitaesthetics.net/index.php/blft/article/download/23736/32011assessmentsmanuscriptschildren's bookseducational thinkingprogressivismsymbolic boundariesarchival studiessociological approachTorben Gregersen
collection DOAJ
language English
format Article
sources DOAJ
author Trine Øland
spellingShingle Trine Øland
Mobilisering af barnets potentiale for en bedre fremtid: Opdragelsestænkningen i Torben Gregersens vurderinger af børnebogsmanuskripter i perioden 1942–1954
Barnelitterært Forskningstidsskrift
assessments
manuscripts
children's books
educational thinking
progressivism
symbolic boundaries
archival studies
sociological approach
Torben Gregersen
author_facet Trine Øland
author_sort Trine Øland
title Mobilisering af barnets potentiale for en bedre fremtid: Opdragelsestænkningen i Torben Gregersens vurderinger af børnebogsmanuskripter i perioden 1942–1954
title_short Mobilisering af barnets potentiale for en bedre fremtid: Opdragelsestænkningen i Torben Gregersens vurderinger af børnebogsmanuskripter i perioden 1942–1954
title_full Mobilisering af barnets potentiale for en bedre fremtid: Opdragelsestænkningen i Torben Gregersens vurderinger af børnebogsmanuskripter i perioden 1942–1954
title_fullStr Mobilisering af barnets potentiale for en bedre fremtid: Opdragelsestænkningen i Torben Gregersens vurderinger af børnebogsmanuskripter i perioden 1942–1954
title_full_unstemmed Mobilisering af barnets potentiale for en bedre fremtid: Opdragelsestænkningen i Torben Gregersens vurderinger af børnebogsmanuskripter i perioden 1942–1954
title_sort mobilisering af barnets potentiale for en bedre fremtid: opdragelsestænkningen i torben gregersens vurderinger af børnebogsmanuskripter i perioden 1942–1954
publisher Scandinavian University Press/Universitetsforlaget
series Barnelitterært Forskningstidsskrift
issn 2000-7493
publishDate 2014-01-01
description Children's books were one of the scenes where ‘progressive’ professionals - mostly teachers, psychologists and artists - around WWII fought the battle to change society through changed educational thinking. Especially after WWII it was acknowledged that children's books could contribute to the forming and education of the child, mobilising the child's potential to secure the future and promote peace and international understanding. This article examines so far unexamined sources, i.e., 89 assessments of children's book manuscripts from the private archives of Torben Gregersen (1911–1994): a teacher and prominent ‘progressivist’ hired by different publishers in the period 1942–1954. Using a descriptive and sociological approach, the article identifies the educational way of thinking imbedded in these assessments, which predominantly represents elements of developmental psychology, moral development and national culture, and literary and aesthetic-artistic elements to a lesser extent. Thus, the article shows that the emergence of ‘progressive’ elements which in research on children's literature normally are dated to the late 1960s, are not only present in the 1940s and 1950s in the assessments of Torben Gregersen; they are present with noteworthy nuance.
topic assessments
manuscripts
children's books
educational thinking
progressivism
symbolic boundaries
archival studies
sociological approach
Torben Gregersen
url http://www.childlitaesthetics.net/index.php/blft/article/download/23736/32011
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