Sustainable Wellbeing Society—A Challenge for a Public Sector Institution

Abstract

The purpose of this article is to analyse some key value-loaded structural factors that influence the operational culture of basic education. These factors have to be recognised when aiming to develop school work and promote sustainable wellbeing society. The study of school history in the USA and Finland has long recognized certain permanent dilemmas affecting the development work of basic education. Visions of educational policy, new curriculum targets or technological applications relating to education cannot remove the tensions existing inside education, and people working on this kind of development are not always aware of the part it plays in the development work. This article deals with the tensions between different values that are produced by the educational institutions and the surrounding society, and that can be found in the educational rhetoric, in the curriculum and the instruction models and pedagogic practices of basic education.