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

Trine Øland

doi:10.3402/blft.v5.23736

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

Trine Øland

Department of Communication

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Abstract

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.

Original language	Danish
Journal	Barnelitteraert Forskningsskrift
Volume	Vol. 5
Number of pages	10
ISSN	2000-7493
DOIs	https://doi.org/10.3402/blft.v5.23736
Publication status	Published - 23 Jan 2014

Keywords

Faculty of Humanities

Access to Document

10.3402/blft.v5.23736Licence: CC BY-NC

Mobilisering af barnets potentiale 2014Accepted author manuscript, 569 KB

http://www.childlitaesthetics.net/index.php/blft/article/view/23736

Cite this

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title = "Mobilisering af barnets potentiale for en bedre fremtid: Opdragelsest{\ae}nkningen i Torben Gregersens vurderinger af b{\o}rnebogsmanuskripter i perioden 1942-1954",

abstract = "Children{\textquoteright}s books were one of the scenes where {\textquoteleft}progressive{\textquoteright} 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{\textquoteright}s books could contribute to the forming and education of the child, mobilising the child{\textquoteright}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{\textquoteright}s book manuscripts from the private archives of Torben Gregersen (1911-1994): a teacher and prominent {\textquoteleft}progressivist{\textquoteright} 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 {\textquoteleft}progressive{\textquoteright} elements which in research on children{\textquoteright}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.",

keywords = "Det Humanistiske Fakultet, assessment, manuscripts, children's books, educational thinking, progressivism, symbolic boundaries, archival studies, sociological approach, Torben Gregersen",

author = "Trine {\O}land",

year = "2014",

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day = "23",

doi = "10.3402/blft.v5.23736",

language = "Dansk",

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journal = "Nordic Journal of Childlit Aesthetics",

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AB - 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.

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