Cura personalis, a
phrase Georgetown students know all too well, is alive and well in Denmark. The
folk high school is a Danish phenomenon created by Grundtvig, a
political/religious figure of recent Danish history. In the 1840s the first
folk high school was formed and numbers grew exponentially. Now there are over
70 located throughout the country and some have spread abroad. These liberal
arts institutions aim to educate young people between the ages of 18 and 30 to
be productive and active citizens in the new parliamentary democracy. The
teachers live in homes surrounding the school, and they engage with students in
the classroom, the dining hall, and common areas, providing opportunities for teachers
and students to interact as equals in daily life.
In some ways the values of these schools resonate with the way that students think at Georgetown. The school in which I live specializes in political activism and internationalism. It offers courses in film, journalism, globalization, and urban studies. Students have little pressure to perform, however, because there are no grades or exams. The young people I know come from a variety of backgrounds. One of my Danish friends is taking a break from medical school; many just graduated from gymnasium, the equivalent of American high school; and some students are taking years off before they start university. But all of them are here because they want to learn something new and make friends.
Interestingly, folk high schools are private and one of the only forms of education for which Danes pay. Public education is entirely free, even through university. Even students at private schools, however, have over half of the cost subsidized by the state, allowing for more socio-economic diversity. This corresponds with the Danish goal of creating social equality. Socio-economic diversity, however, is not as much of an issue as in the United States. Denmark has the lowest income disparity in the world, as measured by the Gini Index. All students receive a stipend in addition to free university and the idea of paying as much as we do in the United States is unbelievable.
In the United States, attending university is a privilege that many people do not have because of their financial background or they graduate with staggering student loan payments. Often, there is pressure to decide what you want to be, attend university quickly, excel, and finish so that you can get the best job. In Denmark, however, it is different. Many students take time off after high school to travel, attend folk high schools, or work. They can stay in university as long as they would like and do not have to pay, and many people return for multiple subjects throughout their lives. Most people attend university, and the culture minimizes the need for individual distinction and recognition. There is much lower pressure to get a high-paying job because it does not dictate your position in the world, and, if you happen to be unemployed, the government will give you significant support. Furthermore, health care and childcare are free or highly subsidized. People move at a slower pace.
In some ways, the emphasis on educating the whole person is similar to the Georgetown experience. The students here, however, are much less stressed, while maintaining high levels of participation, responsibility, and drive to succeed. Living in a folk high school has given me a different perspective on education and personal development. I have learned about community participation through washing dishes, cooking together, playing wild games, and watching movies created by the students. Here, a variety of young people come together and have to learn how to cooperate in a shared space. While living in a folk high school, I have learned about coziness from nights making bread over the fire and playing cards. I have had discussions about cultural differences and seen conflicts between people from different countries. The biggest thing that I have taken away from my time here is to appreciate the small things and look at the bigger picture. Rather than focusing on the next step or what will get me the internship I want so badly, I have taken a page from the Danish book and done things I enjoy. Often I contemplate what it would be like to grow up in the Danish system and how I would view my education differently. Education to live or education for life.
Interestingly, folk high schools are private and one of the only forms of education for which Danes pay. Public education is entirely free, even through university. Even students at private schools, however, have over half of the cost subsidized by the state, allowing for more socio-economic diversity. This corresponds with the Danish goal of creating social equality. Socio-economic diversity, however, is not as much of an issue as in the United States. Denmark has the lowest income disparity in the world, as measured by the Gini Index. All students receive a stipend in addition to free university and the idea of paying as much as we do in the United States is unbelievable.
In the United States, attending university is a privilege that many people do not have because of their financial background or they graduate with staggering student loan payments. Often, there is pressure to decide what you want to be, attend university quickly, excel, and finish so that you can get the best job. In Denmark, however, it is different. Many students take time off after high school to travel, attend folk high schools, or work. They can stay in university as long as they would like and do not have to pay, and many people return for multiple subjects throughout their lives. Most people attend university, and the culture minimizes the need for individual distinction and recognition. There is much lower pressure to get a high-paying job because it does not dictate your position in the world, and, if you happen to be unemployed, the government will give you significant support. Furthermore, health care and childcare are free or highly subsidized. People move at a slower pace.
In some ways, the emphasis on educating the whole person is similar to the Georgetown experience. The students here, however, are much less stressed, while maintaining high levels of participation, responsibility, and drive to succeed. Living in a folk high school has given me a different perspective on education and personal development. I have learned about community participation through washing dishes, cooking together, playing wild games, and watching movies created by the students. Here, a variety of young people come together and have to learn how to cooperate in a shared space. While living in a folk high school, I have learned about coziness from nights making bread over the fire and playing cards. I have had discussions about cultural differences and seen conflicts between people from different countries. The biggest thing that I have taken away from my time here is to appreciate the small things and look at the bigger picture. Rather than focusing on the next step or what will get me the internship I want so badly, I have taken a page from the Danish book and done things I enjoy. Often I contemplate what it would be like to grow up in the Danish system and how I would view my education differently. Education to live or education for life.
About the Author
Opens in a new window