This paper attempts to outline the Swedish Popular Adult Education (hereafter Folkbildning) as a cultural movement, as it moulds and emerges from the bosom of the social movements of the 19^th century in Sweden. Folkbildning is approached in the light of an evolutionary model of the social movements, under which its phases of development are outlined throughout the 20^th century until today. The presentation and the analysis are focusing on the qualitative changes which take place in the pedagogical orientation, and the various organizational structures in the course of time, as an outcome of the collaboration and the power relations between (a) Folkbildning and Social Movements, and (b) Folkbildning and the State.

Particular attention is given to the pedagogical aims of Folkbildning, as they aspire after social transformation, and the specific forms of organization and coordination of the learning processes, adopted as a means of collective action for progressive social change and cultural evolution.

The presentation of the Swedish Folkbildning phenomenon report is completed with a presentation of some concluding remarks about its main characteristics. The question posed for discussion is whether the Swedish tradition and experience of Folkbildning encompasses universal values that may form the basis of inspiration, and even diffusion, of similar grassroots educational activities in countries with different socio-political traditions.