En Gymnasieskola för alla?

In this essay, a hypothesis, based on new theories in education and preventing current school problems,will be critically tested. In this testing, I will use two types of analytical methods. Through a qualitativeanalysis of the curricula, LGY70, LPF94 and GY11, this paper examines the views of knowledge,goals and school requirements reflected in them. Through a quantitative analysis of school statistics,obtained from the National Agency for Education and Swedish Statistics bureau, the effect of eachcurriculum on the proportion and number of students with a high school diploma, and equality betweenmale and female students' exam frequency, are examined. My hypothesis is: LGY 70, with amore classic view of knowledge, have been more efficient in these respects. In the analysis of thecurricula, other researchers' theories and analyses of the same curriculum are examined for comparativepurposes. The theoretical hypothesis background is based on modern research in cognitive science,brain research, linguistics, and the history of ideas. In theory, one objects to what the authorscall, a postmodernist paradigm within the school and the view of knowledge. The authors believe thata classical school of knowledge is more favourable for students' education and the solution to thecurrent school problems. The purpose of the essay is not to criticize the theory behind the hypothesis,i.e. the scientific theories, e.g. brain research or postmodernism. Nor does it criticize ideas in, pedagogy,socioeconomics, gender studies, et al. The study confirms the hypothesis, which also possiblyexplains that the curricula's view of knowledge affects school results and gender equality in schools.Besides, there is then also support that a classic form of knowledge, education and school is preferable