folk high school


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folk high school,

type of adult education that in its most widely known form originated in Denmark in the middle of the 19th cent. The idea as originally conceived by Bishop Nikolai GrundtvigGrundtvig, Nikolai Frederik Severin
, 1783–1872, Danish educator, minister, and writer, founder of the Danish folk high school. He came into doctrinal conflict with church authorities and was forbidden to preach but was reinstated (1832) and became titular bishop (1861).
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 was to stimulate the intellectual life of young adults (generally from 18 to 25 years of age) of rural Denmark, to foster patriotism and strengthen religious conviction, and to provide agricultural and vocational training. The first school, established in Schleswig (1844), was moved across the Danish border after Schleswig passed to Prussia. The movement then gained momentum, and numerous schools were established, with national history and literature emphasized in the curriculum. The folk high schools had a great influence on the civic life of rural Denmark and helped to improve the condition of the small farmer whose products were marketed through cooperative societies. The folk school idea spread throughout Europe with local adaptations, but by the early 20th cent. the movement had abated. In the United States notable experiments in this type of adult education were instituted at Rome, Ga., and at Brasstown, N.C., where the John C. Campbell Folk School was founded (1925). Most attempts to found folk high schools in the United States, however, have been unsuccessful.

Bibliography

See T. Rordam, The Danish Folk High Schools (1965); D. C. Davis, Model for a Humanistic Education: The Danish Folk High School (1971).

References in periodicals archive ?
However, at last year's folk high school course he attended at Fosen in Mid-Norway, fellow students at the boarding school become worried about his more and more extreme opinions, which included being anti-gender equality, anti-immigration and against the mixing of races.
Berit Larsson's chapter, which follows, complements the earlier one by Rydbeck in that it looks at the Women's Folk High School, the only folk high school out of the existing 150, that caters solely for adult women and transgender persons.
Among the topics the fundamental role popular education could play in the European Commission's strategy, a historical perspective on popular education and the empowerment of women, the global justice movement encounters Swedish popular education, the folk high school tradition and the folk development colleges of Tanzania, and the influence of the Scandinavian model of popular education and lifelong learning in Japan.
A wonderful book called The Land of the Living: The Danish Folk High School and Denmark's Non-Violent Path to Modernisation by Stephen M.
Mr Haderer had given remedial courses in a Folk High School ( Volkshochschule') as well as courses in ceramics and pottery in another Folk High School and a centre for parents ( Elternzentrum').
My first hour in Sweden at WILPF's Congress this summer was spent standing on a verandah at the folk high school, overlooking the impressive ruins of a defunct and decaying fortress.
The Danes spoke on criminal law, women's rights, education for democracy, bridge-building across national boundaries, the free press, and the development of the folk high school, cooperative and labour movements and the radical social laws of the 1930s.
BEINN Buir received help towards a year's study at a Norwegian folk high school; Rebecca Hothersall danced and acted at an arts festival in Benbecula, Vicki Kirk set up a music fanzine; Shawn Ross needed a drawing board; Philip Inglis needed equipment for a hillwalking qualification, Lee Barclay studied aromatherapy and Ember Hall needed promotional leaflets for her hand- made furniture.
Aukrust was a teacher and later headmaster at a folk high school. As a young man he was an eager student of the language spoken in the countryside and received a government stipend to study Gudbrandsdalen dialects, in which all his verse is written.
Horton went on to stints at the University of Chicago (where he met Jane Addams and discussed the theory of settlement work), and to Denmark, where he studied the Danish folk high school movement, with its emphasis on rediscovering the history and culture of the common people as part of a movement of national and educational revival.
Grundtvig (1783-1873) invented the Scandinavian Folk High School. He explores the interplay between their ideas about education, politics, and morality as it impacts theories and practices of adult education today.