Värdegrund och känslor i skolan : Vilka är förutsättningarna?

Sammanfattning: The purpose of this report was to examine the schools views on its task to form good citizens and also the work with children and their souls and feelings. My question of issue was: • Which are the conditions from where you work with feelings and forming good citizens in school? In the Swedish learning curriculum for the compulsory grades, Lpo 94, there is a lot to be read about the schools task to form good citizens and human beings. One can also read that the schools have to work with the feelings of its pupils and also the issue of values. The results of my report show that the school has a responsibility to support the family’s work with the upbringing and the personal growth of their children. The school shall also promote the children’s development harmonically by varied forms of work. Intellectual, practical, sensual and esthetical areas of the student shall be brought to notice (Lpo 94). Orlenius (2001) and Pedersen (2004) discuss the thing called values, and they debate that values isn’t a universal term which means the same thing for everybody. Therefore it can be hard task to work towards a common thing called values. The school is a good place when it comes to working with feelings because if you know yourself better, you also know your worth and therefore you can uphold yourself without causing any pain to others and hence also prevent mental abuse. Negative emotions put a hold on learning (Interviews). My report also concludes that the schools efforts with values and feelings in school, doesn’t affect the pupil as much as factors like: discussions in the home, gender and social group (Skolverket, 1999). Yet another factor that may complicate the conditions in working with feelings is that feelings have a history of not being connected to knowledge (Gardner, 1996). I have reached the conclusion that one can work with feelings in school through relaxation exercises, questions where you answer through scaled answers and SET, Social and emotional training (Interviews) and show that you have expectations on the pupil (Dahlin m.fl., 2002). One should also remember that the work with feelings may be a long-term work (Nilzon, 1995) and also that it can raise unpleasant feelings (Gardner, 1996).