PhD project examining how "life mastery", "life capability", "well-being" or "life skills", as a historical educational-philosophical phenomenon, appears in Norwegian curricula in the period of 1939-2020.
One of the objectives of the project is to contribute to a more comprehensive understanding of the phenomenon "life mastery in school" in the context of curriculum and pedagogical history.
In the domain of educational history research, there is a paucity of thematic studies that examine curricula and analogous materials.
"Life mastery in school" as a concept is examined in relation to its further development as an interdisciplinary topic or a discrete subject within the school curriculum.
The presentation of "life mastery in school" as a curriculum phenomenon demonstrates how national curricula historically respond to, shape, interpret and include international pedagogical discourses and values.
The thesis is a contribution to the field of educational history, history of pedagogy.
