The aim of this thesis is to examine which view of knowledge, the classical view of knowledge or the social postmodern constructivist view of knowledge, that dominates the Swedish school-political debate, if the view of knowledge can be distinguished in the politics of the parties and if there is a political cleavage between the right and the left political block. The view of knowledge has a major impact on every school system and recent research has shown that both the right and the left political block have advocated the same view of knowledge in the previous political debate in Sweden. The method of the thesis is aqualitative comparative analysis and the material will be analyzed through an descriptive idea analysis with the theoretical framework as the tool of analysis. The theoretical framework that will be used in the thesis is the classical view of knowledge and the social postmodern constructivist view of knowledge. The theoretical framework aims to categorize the two political blocks. The result of the study firstly indicates that there is one dominant view of knowledge in the Swedish debate, the classical view of knowledge. Second, the view of knowledge can although be distinguished in the politics of the parties. Third, the results of the study prove that differences between the two political blocks can be seen, although there is no distinct cleavage between the blocks. Ideas of the classical view of knowledge can be distinguished in both the right and the left political block.