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In the Nordic countries, sloyd is a common free time activity in society, as well as an activity in educational contexts (Johansson & Lindfors, 2008; Nygren-Landgärds, 2003). The word sloyd etymologically stems from the old Swedish word slöghþ, which stands for shrewdness, diligence, skilfulness and smartness, and the word slögher, denoting characteristics such as being handy, being deft, having professional skills, being skilful, experienced, and resourceful (Svenska Akademins ordbok, 1981). Kojonkoski-Rännäli (1995) discusses the phenomenon of sloyd through analysing the words ‘hand’ and ‘work’ that form the Finnish word for sloyd, käsityö. The word ‘hand’ shows that the materials used in sloyd are concrete and tangible. In working the material, you use your hands, body and various tools. The concept of ‘work’ shows that the actor is a human being and that the work that is realized is a result of planning and modelling.
Sloyd as a core subject was established in Finland in connection with the introduction of Folk schools in the 1860s (Nurmi, 1979). Educational sloyd was, from the outset, tasked with objectives that resided outside the concrete making and practice of everyday sloyd (Peltonen, 1998). The sloyd class is learner-centred and allows everyone to work from their own ability and motivation in creating artefacts within a predefined educational and curricular frame.