This thesis in Educational Sciences consists of a narrative ideology-analysis of the Swedish school's fundamental values with perspectives from the philosophy of Nietzsche and Kant, which also analyzed the same way, with the aim to trace and problematize the ideological foundations of "our society's shared values" that teachers should convey to the students. Based on a theory that a humanism crisis occurs when important values are perceived as threatened, does the introduction of the basic values of the curriculum appear as a response tosocietal changes. Nietzsche and Kant represent completely different idea currents that both have been reflected in the curriculum in which basic values have different meanings. Nietzsche has inspired social criticism, postcolonial and postmodern thinkers to a critical constructivist approach that is an asset in the multicultural classroom to deconstruct stereotypes and prejudices. That culture, ethnicity, morality and religion do not have an objective essence, but seen as social constructions, using a critical approach is a way of thinking which was developed with inspiration from Nietzsche. The school shall strengthen the ability "to live with and realize the values inherent in cultural diversity" is the expression of a postmodern narrative, suggesting that there is not only a valid story, but several. In Nietzsche's perspective, the current standards, such as basic values, is an expression of power, but it is possible to become a superman that frees itself from the prevailing conventions and fulfilling herself, like the postmodern man, or the self-sufficient individual, while Kant rather believe that there are an objective morality that can be reversed by reason that people will follow. Democracy carries the fundamental values of the National Agency for Education. The curriculum values are based on political decision by the Swedish Riksdag and law, but the curriculum refers simultaneously to the ethics borne of humanism. Humanism as Enlightenment, where Kant seems one of the great philosophers of the Enlightenment, is the basis for the curriculum of values. The belief in human rights as a guiding principle and core values constitute a kind of ideology in the curriculum that can be defended by Kant's philosophy, but not with Nietzsche's philosophy. The Curriculum Committee also argues in the report, SOU 1992: 94 for the classic humanistic educational ideal, as both Nietzsche and Kant included, which was weak in Sweden during the post-war period.