Gaining knowledge of Viking society is essential to understanding Norse culture. Module 2 covers various topics related to Viking childhood, such as gender roles, play, education, family life, health, and religion. The values and beliefs of the Viking culture permeated every aspect of the development of children; these ranged from gender roles and rituals to the significance of family and education.[1]. It also provides a better understanding of the opportunities and challenges that shaped the lives of Viking children and the contributions they made to the development of Norse civilization. Much information has been written about many facets of Viking life, but only a little is known about what it was like to be a Viking child growing up. Understanding the various facets of Viking society helps one to appreciate the inventiveness, flexibility, and tenacity of this antiquated society.
In the Viking families, children grow up in a close-knit environment with a sense of security and belonging and exposure to various personalities and experiences. The family was the cornerstone of Viking civilization and was essential to a child’s upbringing. The father acted as the leader of the household in the patriarchal Viking culture. In addition to being in charge of the children’s daily care, mothers were essential to their moral and emotional growth. Nonetheless, women held great respect and possessed substantial power within the family unit. Grandparents, aunts, uncles, and cousins lived together in prominent, extended Viking families. Viking childhoods were fundamentally characterized by play and leisure.[2]. Not only were these pleasant, but the Vikings were also vital to the physical, social, and cognitive development of Viking children.
In patriarchal Viking society, the roles of each family member were based on gender as dictated by the Vikings. The Viking community’s existence and prosperity depended heavily on this division of labor. Based on their gender, boys and girls were reared with distinct expectations and obligations. Girls were taught the domestic skills required to run a home, such as cooking, cleaning, and weaving, while men were educated to use weapons like swords and spears and were expected to be physically strong and resilient. Boys were trained in hunting, fishing, and combat early.
Regarding home security, girls were groomed to be homemakers and caregivers, while boys were supposed to become warriors. Social norms and cultural values strengthened the significance of these gender roles. However, besides general gender roles, Viking society majorly practiced farming and, sometimes, engaged in trading activities.
Despite occasionally engaging in trade or fishing, most Vikings remained farmers throughout the Middle Ages. Most Viking farms produced enough food for humans and animals to subsist on. The Viking sons would assist their fathers with farm chores before learning to farm. They would learn to sow, cultivate, harvest, and keep animals. Unless the parents were extremely wealthy, Viking farms were typically tiny. Unless the owner was extremely wealthy, the farms were often modest.[4]. The organization of farm ownership was remarkable in that many farms belonged to small villages, although some were solitary. Besides farming, most Viking men were raiders. After their raids, most Viking men returned to their farms to harvest and spend the winter there.
The Viking educational system strongly emphasized creativity, critical thinking, and problem-solving, which helped kids grow in their capacity for analysis and abstract thought. Children who learned through apprenticeships became skilled craftsmen and women because they gained a close understanding of the trades and crafts they were learning. The effectiveness of Norse learning was remarkable even in the absence of official schools. The significance of acquiring knowledge was evident in Norse culture, where master artisans held great regard and worth.[5]. Parents and grandparents taught their children valuable life skills, including farming, fishing, and hunting.
Viking education was heavily influenced by Norse mythology, which served as the foundation for their worldview and set of beliefs. Practical skills were the foundation of Norse education, and youngsters were encouraged to learn by doing.[6]. Viking children were shaped by their family members, who acted as mentors and role models, influencing their values, attitudes, and goals. Their extended family members also imparted knowledge and wisdom to them by sharing customs, tales, and legends.
In the Viking civilization, children were expected to acquire broad knowledge and abilities, and education and learning were highly valued. Little ones learned from their parents and other family members under the apprenticeship system that characterized the Norse educational system[7]. Reading, writing, math, history, and mythology were just a few topics covered in the varied and inclusive Viking schooling. After that, Viking learners would go on to more formal study, either in a formal environment or with seasoned artisans.
In conclusion, besides gender norms and literary and artistic expression, Viking culture was dynamic and varied, formed by trade, battle, and exploration, and it left a lasting impression on the areas it interacted with. It is vital to comprehend the origin of Vikings and to wade through a sea of facts and information about the community that has gained so much popularity—whether via television series or a shared global interest. The language, culture, and even governmental systems of the areas the Vikings colonized had a profound effect on European history.
Baug, Irene, Dagfinn Skre, Tom Heldal, and Øystein J. Jansen. “The Beginning of the Viking Age in the West.” Journal of Maritime Archaeology 14, no. 1 (December 7, 2018): 43–80. https://doi.org/10.1007/s11457-018-9221-3.
Nordberg, Andreas. “Configurations of Religion in Late Iron Age and Viking Age Scandinavia.” Myth, Materiality and Lived Religion: In Merovingian and Viking Scandinavia, June 3, 2019, 339–73. https://doi.org/10.16993/bay.l
Raffield, Ben, Neil Price, and Mark Collard. “Religious Belief and Cooperation: A View from Viking-Age Scandinavia.” Religion, Brain & Behavior 9, no. 1 (December 7, 2017): 2–22. https://doi.org/10.1080/2153599x.2017.1395764.
Raffield, Ben. “Playing Vikings.” Current Anthropology 60, no. 6 (December 2019): 813–35. https://doi.org/10.1086/706608.
Þorgeirsson, Bergur. “Norwegian-American ‘missions of education and Old Norse literature.” In From Iceland to the Americas, pp. 122–136. Manchester University Press, 2020. https://doi.org/10.1007/s11457-018-9225-6.
[1] Baug, Irene, Dagfinn Skre, Tom Heldal, and Øystein J. Jansen. “The Beginning of the Viking Age in the West.” Journal of Maritime Archaeology 14, no. 1 (December 7, 2018): 43–80. https://doi.org/10.1007/s11457-018-9221-3.
[2] Nordberg, Andreas. “Configurations of Religion in Late Iron Age and Viking Age Scandinavia.” Myth, Materiality and Lived Religion: In Merovingian and Viking Scandinavia, June 3, 2019, 339–73. https://doi.org/10.16993/bay.l
[4] Nordberg, Andreas. “Configurations of Religion in Late Iron Age and Viking Age Scandinavia.” Myth, Materiality and Lived Religion: In Merovingian and Viking Scandinavia, June 3, 2019, 339–73. https://doi.org/10.16993/bay.l
[5] Raffield, Ben, Neil Price, and Mark Collard. “Religious Belief and Cooperation: A View from Viking-Age Scandinavia.” Religion, Brain & Behavior 9, no. 1 (December 7, 2017): 2–22. https://doi.org/10.1080/2153599x.2017.1395764
[6] Þorgeirsson, Bergur. “Norwegian-American ‘missions of education and Old Norse literature.” In From Iceland to the Americas, pp. 122–136. Manchester University Press, 2020. https://doi.org/10.1007/s11457-018-9225-6.
[7] Þorgeirsson, Bergur. “Norwegian-American ‘missions of education and Old Norse literature.” In From Iceland to the Americas, pp. 122–136. Manchester University Press, 2020. https://doi.org/10.1007/s11457-018-9225-6.