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86 Praktiske Grunde 1-2 / 2010
The civil religion that the school disseminates is a mixture of those groups and
their emerging and conflating characteristics that unite and form the state: the urban
middle classes and its enterprising drive for ‘potential’, the academic high culture
stipulating clarity and objectivity, and the new teachers’ and the new school’s com-
mon culture. The teachers in the field of schooling are the ones to implement the
civil religion and the spread of knowledge and common culture to the people. At the
same time, the teacher is positioned as a cultural and legitimate project with cultural
views as opposed to the barbarian environment of the peasants’ way of life (that
some of the school-pedagogues and many of the teachers originate from) and other
forms of hard, practical life (cf. Muel-Dreyfuss 1987). The universal is indeed a socio-
historical particularity.
Acknowledgements
The research that made this article possible was conducted with the support of a
Post-Doctoral research grant from The Danish Council for Independent Research,
Section of Humanities, associated with the Education Section, Department of Media,
Cognition and Communication, University of Copenhagen, funded for a period of
three years (2008-2011). In addition, I would like to acknowledge the constructive
work done by Thomas Clausen, a Research Assistant and student in the Division of
History and in the Department of Political Science at the University of Copenhagen,
who assisted in the search for and description of sources.
Trine Øland, PhD, Assistant Professor, Department of Media, Cognition and Commu-
nication, University of Copenhagen
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corresponding to relations between social forces? In this manner it should be possible to picture a field
of school pedagogues as capital structures. In other words, the endeavour of universalisation is to be
broken into atoms (capitals), which make it possible to describe state formation as a social history
concentrating symbolic power in further detail.