In the bourgeois, delineated educational journey, there are signs of a pedagogical attitude withits roots in the mercantile class family business-building (Liljas 2019; Hodacs 2020). In the present text, the purpose is to describe, analyze and understand how a situative educational process in relation to the need to modernize a Swedish paper mill from 1740, could find expression in 19th century Sweden.
Theoretically, the phenomenon is supported in Habermas’ explanation of the significance of family structure for the entrepreneurial spirit, where notes from home evince a strong reaction and confirm that letters is a part of an identity-creating loving community which, according to Habermas, is specific to the culture of development and community of the bourgeois (Habermas 1984).
In the analysis of the loving upbringing of the bourgeois family, the term immanent pedagogy functions as a metaphor for a self-regulated pedagogy of upbringing which was appliedin the aristocracy and which points to the epoch-making mentality at the turn of the century in 1800 (Ödman 1995).