How to develop a culture of trust in schools? Insights from Martin Buber's "Philosophy of dialogue"
How to develop a culture of trust in schools? Insights from Martin Buber's "Philosophy of dialogue"

Summary/Abstract: Similar to many other European countries, Norway has implemented several educational reforms in recent years. In order to be better equipped to meet competency requirements related to a globalised economy, a new curriculum containing new learning and skill objectives has been developed for the primary school level. Norway has also implemented tests measuring learning results, established systems for continuing evaluations, and awarded distinctions to schools showing positive performance. These developments have led to a professional focus being directed towards discovering the degree to which the school is an effi cient knowledge organisation, the results it produces, and the goals it achieves. The focus on trust expands the debate to include a different point of orientation than goal achievement and system performance. On the contrary, the role of the school and its problems from the perspective of the quality of social relationships receives attention (Misztal 1996: 9). Are the social relationships in a school class of such character that the students dare to raise questions? Do they trust one another whey they are to work together? Is there a mutually trusting relationship between students and a teacher which can form the basis for an openness that makes a development of moral and human qualities possible? The answer to these and similar questions has signifi cance for the type of learning taking place in class.

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