What German philosophy of education became prominent in Finland?

A. Froebelism

B. Pestalozzianism

C. Herbart-Zillerism

D. Lutheranism

Lutheranism is the German philosophy of education that became prominent in Finland.

Lutheranism is one of the largest branches of Protestantism that identifies with the teachings of Martin Luther German reformer whose efforts to reform the theology and practice of the church launched the Protestant Reformation.

• The reaction of the government and church authorities to the international spread of his writings. During the Reformation, Lutheranism became the state religion of numerous states of Northern Europe, especially in northern Germany and the Nordic countries.
• Literacy is a key part of Lutheranism for the state and majority religion of Finland as Christians are supposed to be able to read the Bible in their native language. Bishop Mikael Agricola studied under Martin Luther and translated the New Testament to Finnish. The first university in Finland known as Royal Academy of Turku was founded in 1640.
• Where there were no schools in a municipality, reading was taught in traveling schools.  Confirmation, a rite of transition to adulthood is only permissible for the literate and enables. The early system under Swedish rule was in Swedish and consisted of a basic pedagogio for teaching reading and writing, a trivial school teaching grammar, Latin, Greek, rhetoric and dialectics, a gymnasium preparing for university, and the university.
• In the 19th century, the system evolved into what was later known as kansakoulu meaning people's school and oppikoulu  meaning learning school including high school followed by university.

In mid-19th century, Finnish became an official language, and gradually replaced Swedish as the schooling language. This system was phased out in 1972-1977 in favor of the modern system where grades 1-9 are mandatory. After the age of 15, the system bifurcates into academic and vocational tracks both at the secondary and tertiary levels. Recently, it became formally possible to enter tertiary education with a vocational degree although this is practically difficult as the vocational study plan does not prepare the student for the university entrance exams.