%0 Journal Article %A Heller-Sahlgren, Gabriel Heller-Sahlgren %A Wennström, Johan Wennström %D 2022 %J Journal of Controversial Ideas %@ 2694-5991 %V 2 %N 1 %P 9 %T The Fatal Conceit: Swedish Education after Nazism %M doi:10.35995/jci02010009 %U https://journalofcontroversialideas.org/article/2/1/176 %X In the aftermath of the Second World War, Sweden dismantled an education system that was strongly influenced by German, Neo-Humanist pedagogical principles in favor of a progressive, student-centered system. This article suggests this was in large part due to a fatal misinterpretation of the education policy on which Nazism was predicated. Contrary to scholarly and popular belief, Nazi schools were not characterized by discipline and run top-down by teachers. In fact, the Nazis encouraged a nationwide youth rebellion in schools. Many Nazi leaders had themselves experienced the belligerent, child-centered war pedagogy of 1914–1918 rather than a traditional German education. Yet, Swedish school reformers came to regard Neo-Humanism as a fulcrum of the Third Reich. The article suggests this mistake paved the way for a school system that inadvertently came to share certain traits with the true educational credo of Nazism and likely contributed to Sweden’s recent educational decline.