Grundtvig: The Visionary Behind Folk High Schools

Grundtvig was born on September 8, 1783, in Udby, a small village on Zealand, into a Lutheran family. His father was a conservative pastor deeply rooted in orthodox Christianity, while his mother’s more progressive and intellectual tendencies likely influenced Grundtvig’s later ideas. Denmark at the time was a society in transition. The country was primarily agrarian, with a rigid social hierarchy that placed landowners and the aristocracy at the top. Meanwhile, Enlightenment ideas were challenging traditional authority and advocating reason, progress, and equality.

As a young man, Grundtvig was shaped by this intellectual ferment. After studying theology at the University of Copenhagen, he began his career as a private tutor and later as a pastor. Early on, Grundtvig became disillusioned with the state church’s dogmatic rigidity and its inability to connect with the spiritual and cultural needs of ordinary people. He sought a more humanistic and inclusive form of Christianity that emphasized life, spirit and community over dry theological doctrines.

The early 19th century was a turbulent time in Danish history. The Napoleonic Wars left the country economically devastated, leading to the loss of Norway in 1814. Feudalism was giving way to new social and economic structures and Denmark urgently needed national renewal. Grundtvig saw education and cultural revival as key to rebuilding the nation.

As a pastor, he critiqued both educational and religious institutions, arguing that state-controlled education stifled creativity, while the church’s focus on doctrine alienated the people. For Grundtvig, the solution was empowering individuals through education and reconnecting them with their cultural and spiritual heritage.

As a theologian, Grundtvig sought to reform Christianity by emphasizing the living word and the communal aspects of faith. He criticized the Danish church in his essay Kirkens Gienmæle (1825), arguing that Christianity should be rooted in a living connection to tradition rather than rigid dogma. His focus on hymns, oral liturgy and the Apostles’ Creed reflected his belief in a faith that could be experienced collectively and joyfully.

This emphasis on communal spirituality resonated with a growing sense of Danish nationalism. Grundtvig believed that a strong national identity was essential for Denmark’s survival and renewal. He saw Christianity and Nordic mythology as complementary forces in shaping the Danish spirit and his historical writings celebrated the Viking Age as a source of inspiration and pride.

Grundtvig’s most groundbreaking contribution was his idea of the folkehøjskole (folk high school), which he envisioned as a place where young adults, particularly from rural areas, could gather to learn, reflect and develop as whole persons. Unlike traditional schools, folk high schools would focus on practical and cultural education rather than exams or formal qualifications.

Grundtvig believed education should foster enlightenment (oplysning) – a concept he interpreted as ”life enlightenment,” where students would gain a deeper understanding of themselves, their community and their role in society. History, poetry and the oral tradition were central to this vision, as he saw them as vital tools for building identity and fostering a sense of belonging.

The first folk high school, established in Rødding in 1844, became a cornerstone of Denmark’s cultural and social renewal. Over time, the movement spread across Scandinavia and even inspired similar initiatives worldwide. Grundtvig’s ideas empowered rural communities, contributing to a sense of equality and democracy that reshaped Danish society.

Grundtvig’s influence extended to politics, where he championed democracy and social reform. He was a member of the Danish Constituent Assembly during the drafting of Denmark’s first democratic constitution in 1849, which established a constitutional monarchy. While not a radical democrat, Grundtvig believed in a society where all citizens – particularly the rural population – had a voice.

His democratic ideals were deeply intertwined with his educational philosophy. Grundtvig saw education as the foundation of an engaged and informed citizenry, capable of participating in public life. At the same time, he held conservative views on some issues, including a patriarchal view of family and society. This duality has made him a complex figure in the history of Danish democracy.

Despite his achievements, Grundtvig was not without his detractors. His romanticized view of rural life and the past was criticized for being impractical in an era of industrialization and urbanization. Some saw his ideas as nostalgic, failing to address the challenges of a rapidly modernizing society.

Additionally, while Grundtvig championed the idea of ”the people,” his vision often excluded minorities and those outside the Nordic cultural sphere. Critics have pointed out that his nationalism, though culturally enriching, risked fostering exclusionary attitudes. Moreover, his perspectives on gender roles have been criticized for reinforcing traditional, patriarchal norms that limited women’s agency in both public and private spheres.

His theological reforms also sparked controversy. While many celebrated his focus on a living, communal faith, others found his theology overly vague and lacking in doctrinal clarity. His clashes with the Danish state church made him a polarizing figure in religious circles.

Grundtvig’s legacy is enduring and transformative. His vision helped Denmark transition from an agrarian society to a nation rooted in democracy, equality and education. By redefining education as a lifelong process that emphasizes personal growth, cultural understanding and civic engagement, he laid the foundation for the folk high school movement, a global model for empowering individuals and fostering community.

In the Nordic region, his ideas shaped democratic participation and cultural identity. Folk high schools became vital for labor movements and national reform efforts, particularly in Sweden, Norway and Finland. Beyond Scandinavia, Grundtvig’s philosophy inspired initiatives such as the Highlander Folk School in the U.S., a hub for civil rights activism and educational movements in Asia, Africa and Latin America, emphasizing empowerment and inclusion.

Today, Grundtvig’s belief in community, culture and the potential of the individual continues to inspire. In a world still wrestling with challenges of identity and democracy, his living tradition of education as a tool for social cohesion and empowerment remains profoundly relevant.