In this essay, we argue that pupils in compulsory school education seem to be exposed to conflicting pressures from an (internal) tendency towards individualisation and an (external) tendency towards standardisation. Drawing on Luc Bolanski and Laurent Thévenot’s pragmatic sociology of orders of worth, we develop a theoretical framework to discuss the two conflicting cultures. In the first part of the analysis, we present the broad and enhanced tendency towards individualisation in terms of methods and content in Norwegian compulsory education – the construction of an inspirational pupil – and in the second part of the analysis, we present the development of standards for assessment – the construction of an industrial pupil. In the final section we discuss two forms of processes – individualisation and standardisation – rooted in two incompatible orders of worth, the inspirational and industrial order, respectively, and argue that these processes represent a major challenge in schools, a conflicting pressure to which pupils are being subjected.

中文翻译：

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文化冲突：教育的个性化与标准化

在本文中，我们认为义务学校教育的学生似乎面临着来自（内部）个性化倾向和（外部）标准化倾向的矛盾压力。借鉴吕克·博兰斯基（Luc Bolanski）和洛朗·泰维诺（Laurent Thévenot）的实用主义价值秩序社会学，我们开发了一个理论框架来讨论这两种冲突的文化。在分析的第一部分中，我们介绍了挪威义务教育在方法和内容方面广泛且增强的个性化趋势——励志学生的建设——在分析的第二部分中，我们介绍了标准的制定用于评估——工业学生的建设。在最后一节中，我们讨论了两种形式的过程——个性化和标准化——分别植根于两种不相容的价值秩序，即励志秩序和工业秩序，并认为这些过程代表了学校的一项重大挑战，是学生所承受的相互冲突的压力。受到。