Life mastery [livsmestring] was implemented as an interdisciplinary theme in the Norwegian Curriculum for primary and secondary education of 2020 (C2020). This study explores the archaeological layers of life mastery in the Norwegian Curriculum of 1960 (C60) and 1974 (M74) in relation to wellbeing.
Through a hermeneutic phenomenological approach, the study sheds light on historical curriculum content related to life mastery. Close reading and inductive analysis are conducted exploring historical semantics and structure of sections related to life mastery in the curriculum of 1960 and 1974.
Life mastery identifies as three archaeological layers in the C60 and M74; (1) Bildung, (2) Socialisation and (3) Wellbeing. The study conceptualises the phenomenon related to educational historical context, revealing how curricula in the 1960s and 1970s emphasises orientational knowledge for wellbeing.
The study carries impacts for both educational research and practice. By interpreting previous curricula, it highlights how historical contexts influence the framing of educational philosophies and policies. Encouraging critical reflection on continuity and change, this article attempts to underscore the value of interpretative methodologies exploring historical texts. The paper opens to discover core educational layers related to human life and school wellbeing and may contribute to curriculum development, adding a historical perspective to educational policy discussions.
This study makes an original contribution by analysing life mastery within Norwegian historical curricula. While a substantial body of scholarship has examined earlier curricula, no prior research has investigated life mastery in this historical context.
