Education always has been a main tool for adjusting citizens’ ways of thinking about the world. Although the importance of transmitting crucial values are not new its importance was emphasized in the Swedish curricula of 1994 in conjunction with the ideological collapse of communism in Eastern Europe that before the fall of the Berlin wall had served as an antitype for defining democracy. One of the aims in education has for the last decade been to foster homogeneity in a fragmented postmodern society.  This has created an ethical moral order in schools around prevailing values. Our presentation is built on a project financed by the National Agency of Education during 2010 with the aim to scrutinize and problematize the work in schools with civil rights and values as equableness, democracy, participation and solidarity.  The first part of the study consists in an analysis of official texts where fundamental values are given senses and meanings. In the selection of texts the aim was to find those documents central to how questions of values constitutes as well as are constituted by prevailing societal conditions and it’s social and discoursive context. The texts were supposed to provide information about the expected acts based on prescribed values. To understand senses and meanings in these texts it is important according to the Wittgenstein theory to be able to think beyond the limits of a phenomenon and in registering what is inside also reveal how the phenomenon is signified by exclusion of what cannot be comprised. In the analysis we have used the term cluster and scrutinized how they were constructed by connecting different signs to a nodal point. Thereby it emerged how significance was made in relation to signs of meaning as Democracy and influence, School as a social venue, Understanding the Other, Moral guidance and “Bildung” and teaching.

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