On following commands and rewriting the rules : the tension between moral universalism and relational pedagogy in Swedish early childhood education

Abstract

Research aims: In this study I investigate a perceived tension between reevaluating certain foundational claims on the one hand and following universal moral commands on the other. I ask the question, how is it that certain commonly held assumptions (about the nature of knowledge and knowledge formation) are being debunked and others (about ethics and the good life) left undisturbed in the context of contemporary Swedish early childhood education? Relationship to previous research works: this is original research unrelated to previous studies. Theoretical and conceptual framework: I study the conceptual preconditions necessary for making sense of the studied policy documents. Paradigm, methodology and methods: content analysis of Swedish ECE policy documents. Ethical considerations: none applicable. Main finding or discussion: the main findings include a detected incommensurability in the ontological and epistemological conditions of the studied policy documents. Implications, practice or policy: I suggest further discussions concerning the theoretical basis of Swedish ECE policy so as reconcile this perceived incommensurability. Keywords: relational pedagogy; moral universalism; Swedish ECE policy; foundational values; epistemology