| Summary: | The aim of the study is to investigate relationships between pupil´s homes and schools, and parents and teachers, in terms of moral education and democracy. What tensions and conflicts exist, and how do they manifest themselves in practice? More precise research questions are:
1. What does the curriculum say about democratic and moral education?
2. How do teachers talk about democratic and moral education, and how do they talk about relationships and responsibilities between parents and teachers?
3. What conflicts exist and how can they be solved?
The theoretical framework for the essay is John Dewey and his reconstructivism and pragmatism, when it comes to the role of school and education in democratization processes, and also about the role of communication and dialogue in democracy building. Empirical material is the curriculum and interviews with teachers who have been active for a long time in the profession.When it comes to moral education in the curriculum, it is stated that schools should function as a complement and support to the parents who have primary responsibility for their children. According to the curriculum, moral education is about transferring a cultural heritage from one generation to the next. However, there are unresolved tensions in the curriculum. This is particularly evident in relationships between the individual and the collective. All teachers interviewed mean that the teachers' role is primarily about collective moral education, while the parents responsibility is the moral education of the individual child. A way to bridge tensions and potential conflicts is to establish dialogue, openness, understanding and mutual recognition. To simply not focus too much on individual or minor details that may not really be important, and to allow time for reflection and analysis.
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