| 1. |
- Buchardt, Mette, 1969, et al.
(författare)
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Epistemologies of Religious Education – Examples from Denmark, Finland, Norway and Sweden
- 2015
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Ingår i: The 13th Nordic Conference on Religious Education, Tartu, Estonia, 15-18 June.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- “Epistemologies of Religious Education – Examples from Denmark, Finland, Norway and Sweden” General subject didactics in the Nordic countries has developed in relation to teacher education and the need to bring questions about teaching and learning closer to specific subject‐content areas. The discussions started at slightly different times in the different countries, for instance in the 1970s in Norway and in the 1980s in Sweden (Kroksmark, 1989; Ongstad, 2006). However, at that time religious education was already an academic field in the faculties of theology in many of the Nordic countries, namely as religionspedagogik[k](e.g. Osbeck & Lied, 2012). Since then the development of RE and its current position have been rather different in the separate countries, but also the conditions within the same country have varied largely. The aim of this symposium is to examine different conditions for knowledge re/production concerning Religious Education in the Nordic countries and discuss how disciplines work as frames for ongoing developments of knowledge, primarily research contributions. There are several academic disciplines related to RE, and an interesting question is of course how these scholarly communities influence RE. What consequences does it have for the contribution of knowledge – e.g. for research questions asked, examined and answered – if the study is done in history of religion, comparative religion, sociology of religion, theology, pedagogy of religion in a faculty of theology, sociology, communication studies, or psychology or in the educational sciences, and thus in e.g. sociology, history, psychology or philosophy of education? What does it mean for the discussion of quality in the field and the direction of the development that the research area is that varied? And how does that affect the applied didactics of religion? The presentation will draw on current examples from Denmark, Finland, Norway and Sweden and be discussed in relation to different theories of re/construction of knowledge.
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| 2. |
- Lilja, Annika, et al.
(författare)
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Barns existentiella frågor idag - och för 50 år sedan
- 2020
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Ingår i: Existentiella frågor i barns och ungas liv. - Malmö : Föreningen lärare i religionskunskap (FLR). ; , s. 29-39
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I texten presenteras forskningsprojektet Barn och läroplan. Existentiella frågor och skolans svar. I projektet besvarar barn i årskurs 5 i 10 skolklasser frågor om vad de funderar över. Samma frågor har riktats till barn från och med sent 1960-tal fram till och med 2000-talets början. I den publicerade texten ges exempel på den forskningsmetodik som använts och några jämförande exempel ges med barns svar idag och för 50 år sedan. Exemplen utgör några första mycket preliminära analyser. I forskningsprojektet ingår tillika läroplansanalyser och lärarintervjuer i ett studium av didaktiska förhållningssätt till barns frågor.
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| 3. |
- Dalevi, Sören, et al.
(författare)
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Kyrkopedagogik i Munkfors : En utvärdering av ett samarbetsprojekt skola-kyrka
- 2012
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Svenska kyrkor och kyrkogårdar bär ofta på ett unikt arv av bygdens kulturella och religiösa historia. Men frågan är om och i så fall hur svenska skolelever kan tillgodogöra sig kyrkorum?Under åren 2009 till 2011 arbetade Thomas Pfitzinger-Drewes och ett arbetslag i Svenska kyrkan, Munkfors församling i Värmland, med att inhämta kunskap om och omsätta den tyska kyrkopedagogiska metoden till svenska förhållanden. De arbetade kontinuerligt i nära samarbete med skolor i Munkfors kommun. Kyrkopedagogikens målsättning är att ge människor möjlighet att få en relation till och förståelse av kyrkorummet utan att för den skull behöva bekänna sig till någon tro. I den här boken beskriver Sören Dalevi och Christina Osbeck hur framförallt elever på de skolor som deltog upplevde dessa kyrkopedagogiska visningar men också lärares och skolledares perspektiv synliggörs.I ett avslutande kapitel diskuteras projektet i relation till den svenska skolans läroplan. Erfarenheterna från projektet, exempelvis om förarbetets betydelse för deltagarnas upplevelse, är intressanta att uppmärksamma både då det gäller studiebesöksmetodik generellt och för skolans relation till andra trossamfund.
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| 4. |
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Didactic classroom studies - A potential research direction.
- 2018
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Genom konkreta studier som sätter klassrumsarbetet i fokus visar en grupp didaktikforskare vid Göteborgs universitet hur klassrummets händelser och möjligheter ramas in av givna förutsättningar och på så sätt får olika didaktiska konsekvenser för undervisning och lärande i olika ämnen. I sina texter undersöker skribenterna klassrummens karaktär på olika utbildningsnivåer och i skiftande ämnen såsom matematik, svenska, samhälls- och naturvetenskap samt hem- och konsumentkunskap. Redaktörerna diskuterar och analyserar betydelsen av klassrumsstudier i ett övergripande och framåtsyftande kapitel där de skissar denna orientering som en möjlig forskningsinriktning. Bokens innehåll sätts även i ett internationellt och historiskt sammanhang. Författarna i Didactic classroom studies har ambitionen att på ett praktiknära sätt visa på styrkan i klassrumsstudiernas bidrag till didaktisk forskning. Samtidigt vill de med utgångspunkt i sitt empiriska material bidra till en vidare utveckling av just didaktiska klassrumsstudier som forskningsinriktning.
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| 5. |
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Ethical Literacies and Education for Sustainable Development Young People, Subjectivity and Democratic Participation
- 2017
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children´s books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. The book will be of great interest to students and researchers in the field of sustainability education.
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| 6. |
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| 7. |
- Franck, Olof, 1958, et al.
(författare)
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Challenging the concept of ethical literacy for sustainable development (ESD): Storytelling as a method within sustainability didactics
- 2015
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Ingår i: 8th WEEC World Environmental Education Congress, Planet and People - how can they develop together?, Gothenburg 29th 0f June - 2nd of July http://weec2015.org/programme-2/abstract-database.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Challenging the concept of ethical literacy in Education for Sustainable Development (ESD): storytelling as a method within sustainability didactics Introduction: Ethical literacy seems, within ESD, to be used in various ways, some more general, others morally specific, pressing individuals´ responsibility. The aim of this paper is to analyze the presuppositions for developing narrative methods which focus the vision of a good society without compromising with individual integrity. Objectives: ESD highlights teaching and learning related to environmental, economic and social dimensions where value issues and ethics are discussed in relation to global challenges of various kinds. Often, however, the ethical themes seem to be polarized between two extremes: either holistic expressions in general terms of “responsibility”, or morally pressing and pushing expressions of responsibility of individuals as citizens of the society - and the world. In the former case, no one specific person seems to be addressed, in the second each one of us is called for action. In neither case the concept of sustainability is problematized with regard to the variation of interpretations that express different agendas. Both extremes seem further to presuppose that ethics primarily has to do with moral judgments of right and wrong, rather than elaborating the concept of a good society and a good world. Moreover, while, according to the first extreme, no individual person seems to be called to do anything specific with regard to the striving for a socially sustainable world, the second seems to express demands of individuals´ action of competence and responsibility for making the world a better place for humans generally. Are there possibilities for the development of ESD which highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demand of action competence which is claimed to shape the way to make social sustainability come true? Methods: This paper examines critically and constructively, with reference to narrative theory, as well as to communitarian approaches, storytelling as one method to inspire young people to reflect upon what a good society and a good world may be, to catch sight of visions of a sustainable world and of challenges which exist between “now” and “then” – a method that, at the same time, may preserve respect for individuals´ integrity. Results: The examination highlights narrative structures and ethically relevant contents which may contribute to new strategies for the development of holistic and integrative narrative methods, forming approaches for sustainability didactics. Conclusion: There is a need for further research regarding the analysis of the frequent references of "ethics" and "ethical dimensions" within ESD-related contexts, and one highly relevant and constructive area for this research concerns narrative methods related to sustainability didactics.
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| 8. |
- Franck, Olof, 1958, et al.
(författare)
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Challenging the concept of ethical literacy in Education for Sustainable Development (ESD): storytelling as a method within sustainability didactics
- 2015
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Ingår i: Abstract book, NERA Gothenburg 2015-03-04 - 2015-03-06.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ESD highlights teaching and learning related to environmental, economic and social dimensions where value issues and ethics are discussed in relation to global challenges of various kinds. Often, however, the ethical themes seem to be polarized between two extremes: either holistic expressions in general terms of “responsibility”, or morally pressing and pushing expressions of responsibility of individuals as citizens of the society - and the world. In the former case, no one specific person seems to be addressed, in the second each one of us is called for action. In neither case the concept of sustainability is problematized with regard to the variation of interpretations that express different agendas. Both extremes seem further to presuppose that ethics primarily has to do with moral judgments of right and wrong, rather than elaborating the concept of a good society and a good world. Moreover, while, according to the first extreme, no individual person seems to be called to do anything specific with regard to the striving for a socially sustainable world, the second seems to express demands of individuals´ action of competence and responsibility for making the world a better place for humans generally. Are there possibilities for the development of ESD which highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demand of action competence which is claimed to shape the way to make social sustainability come true? This paper examines critically and constructively, with reference to narrative theory, as well as to communitarian approaches, storytelling as one method to inspire young people to reflect upon what a good society and a good world may be, to catch sight of visions of a sustainable world and of challenges which exist between “now” and “then” – a method that, at the same time, may preserve respect for individuals´ integrity.
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| 9. |
- Franck, Olof, 1958, et al.
(författare)
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Challenging the concept of ethical literacy within Education for Sustainable Development (ESD): storytelling as a method within sustainability didactics
- 2018
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Ingår i: Education 3 - 13: International Journal of Primary, Elementary and Early Years Education. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 46:2, s. 133-142
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Tidskriftsartikel (refereegranskat)abstract
- Ethical literacy seems to be used, within Education for Sustainable Development (ESD), in various ways, some more general and others morally specific, emphasising individuals’ responsibility. The overarching aim of this paper is to present some prerequisites for the development of narrative methods that focus on the vision of a good society without compromising individual integrity. Is it possible to develop ESD in a ways that highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demands of action competence, which, it is claimed, paves the way for making social sustainability a reality? With reference to some threads in narrative theory and by an analysis of six children’s books, this paper critically and constructively examines storytelling as one method to inspire young people to reflect upon what a good society and a good world might be, to catch sight of visions of a sustainable world and of the differences between how things are and how things could be – a method that may also preserve respect for individuals’ integrity.
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| 10. |
- Franck, Olof, 1958, et al.
(författare)
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Editorial 2018:3
- 2018
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Ingår i: Nordidactica - Journal of Humanities and Social Science Education. - 2000-9879. ; 2018:3
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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