This paper will examine the values and beliefs of the Swedish culture revealed by analysing the characteristics of a linear-active culture, which is described in Lewis' Model of Culture. Therefore, the focus will be on the theme of comprehensive schools in Sweden.
Culture should be regarded as an iceberg, where 80% is hidden from your view. You can find these hidden 80% in history, ecology, table manners, social etiquette or social structure of a different culture.
One field, in which many of these hidden cultural aspects can be found, is the school system. It is one of the main parts of socializing and education of a country and so it shares the cultural norms nearly every day. One good example is the primary school in Sweden, because it is very different from other European schools and reflects the Swedish culture in many points.
In order to show the hidden 80% of the Swedish culture, this elaboration will focus on Sweden’s comprehensive school. Therefore, this paper will first concentrate on cross-cultural communication. After explaining, what cross-cultural communication means, it will give a short insight into the Cultural Model of the British author and polyglot Richard D. Lewis, who classified cultures into three categories.
After classifying the Swedish culture, this this paper will analyse its values, based on three characteristics Lewis assigned to linear-active cultures. These three characteristics can be found in nearly every part of the Swedish culture, but especially in the typical Swedish educational system. As already mentioned above, the Swedish school system is in many points different from other countries. To earn high quality standards, Swedish schools focus for example on the students and not only on teaching and learning contents. But there are many other hidden aspects that give some indication of the Swedish culture. In the last part of this paper, these aspects will be described and discussed.
Table of Contents
1. Introduction
2. Thesis
3. Understanding cultural differences
3.1. Cross-cultural communication and social interaction
3.2. Lewis Model of Culture
4. Sweden:
4.1. A Nordic Social Democracy
4.2. A result-oriented culture
4.2.1. Liability to make detailed plans
4.2.2. Swedes mind their own business
4.2.3. Individualism
4.3. A people-oriented culture
4.3.1. A collectivistic form of decision making
4.3.2. Tolerance and respect
4.4. Between welfare and will to succeed
5. How to empathise with Swedes
6. Conclusion:
Research Goals and Thematic Focus
This paper aims to analyze the Swedish cultural values by applying Richard D. Lewis’s linear-active culture model to the Swedish compulsory school system. It explores the inherent tension between the nation's social-democratic welfare orientation and its focus on industrial productivity and individual success.
- Analysis of Swedish cultural characteristics through the lens of the Lewis Model.
- Examination of the Swedish educational system as a reflection of national values.
- Investigation into the balance between social equality and result-oriented ambition.
- Exploration of cross-cultural communication strategies relevant to the Swedish context.
Excerpt from the Book
4.2.1. Liability to make detailed plans
Swedes love detailed planning as well as agendas and facts. In Lewis book it is said that detailed planning helps Swedish managers to sleep better (Lewis, 1996, p. 341). These values are not only visible in business, but also in education. The Swedish school system is very structured and direct. In some ways it works like a sieve, because after leaving pre-school, every Swedish girl and boy between six and fifteen has to attend the comprehensive school, which is also called “grundskola”. Children can’t choose between different school types like in many other countries. The only choice that Swedish parents have, is to decide if their children should attend a municipal school or an independent school. After finishing comprehensive school, pupils with good marks can attend upper secondary school. But even on this level of education pupils have no selecting options. Either they attend upper secondary school or they have to look for a job. (Swedish National Agency for Education, 2009)
In the national curriculum, there are many binding guidelines. For example, the national timetable that specifies the minimum amount of time to be spent on each subject in compulsory school. This covers Swedish, English, mathematics, science, social studies, religious studies, arts and crafts, physical education and health. (Swedish National Agency for Education, 2009) Over nine years in comprehensive school, pupils have to attend 18 compulsory subjects within 6.665 hours. Only six percent of these hours are destined for elective subjects. (Bundesministerium für Bildung und Forschung, 2007) So all in all it is to say that the Swedish education system is dominated by fixed plans and a streamline curricula.
Summary of Chapters
1. Introduction: Introduces the importance of intercultural communication in a globalized world and identifies the Swedish school system as a primary field for analyzing internal cultural norms.
2. Thesis: Argues that the Swedish culture exhibits a duality between a harmony-oriented social welfare focus and a structured, result-oriented approach to success.
3. Understanding cultural differences: Explores the role of cultural models and introduces Richard D. Lewis's classification of cultures into linear-active, multi-active, and reactive types.
4. Sweden:: Examines the Swedish manifestation of the Nordic Model, analyzing how values like result-orientation, individualism, and tolerance shape the national identity and education.
5. How to empathise with Swedes: Provides practical guidance for navigating Swedish interactions, emphasizing the importance of recognizing the culture's duality to avoid confusion in business or social settings.
6. Conclusion:: Summarizes that while the Swedish model offers valuable insights for social and educational structures, it cannot be adopted uncritically without considering specific national values.
Keywords
Swedish culture, Lewis Model of Culture, Compulsory school, Grundskola, Intercultural communication, Nordic Social Democracy, Result-oriented culture, Individualism, Welfare state, Social equality, Educational system, Cultural values, Linear-active culture, Collective decision making, Personal development.
Frequently Asked Questions
What is the core subject of this paper?
The paper examines the intersection of Swedish cultural values and the compulsory education system, exploring how national beliefs are ingrained in school practices.
What are the primary thematic areas addressed?
The study focuses on the Nordic model of social democracy, the application of linear-active cultural traits to planning, the role of individualism, and the unique Swedish approach to tolerance and social harmony.
What is the central research question?
The paper explores how the Swedish culture balances its commitment to social welfare and egalitarianism with its drive for efficiency, results, and international competitiveness.
Which scientific framework is utilized?
The research primarily utilizes Richard D. Lewis's "Model of Culture," which classifies cultures into linear-active, multi-active, and reactive types to analyze Swedish societal and educational behavior.
What does the main body cover?
It provides a detailed breakdown of the Swedish school system's structure, the history of its educational reforms, and how specific Swedish values—such as detailed planning and collectivistic decision-making—are manifested in the classroom.
How would you characterize this paper with keywords?
The paper is characterized by terms such as Swedish culture, linear-active, social democracy, educational reform, individualism, and intercultural communication.
How does the Swedish "grundskola" reflect the cultural duality of the nation?
The school system reflects duality by requiring strict adherence to national curricula and detailed development plans while simultaneously promoting soft skills, individual well-being, and a lack of competitive grading in early years.
Why might a German observer find Swedish decision-making confusing?
Germans may find Swedish decision-making confusing because, unlike the German tendency to prioritize clear, linear-active, result-oriented instructions, Swedes prefer a slow, consensus-based approach that emphasizes group harmony over rapid execution.
- Quote paper
- Katharina Reinhard (Author), 2014, How the Swedish culture affects education in compulsory schools, Munich, GRIN Verlag, https://www.grin.com/document/317845
