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- Franck, Olof, 1958, et al.
(författare)
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Democratic and Inclusive Religious Education in the Secular State – The Case of Sweden
- 2023
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Ingår i: Anthony, F-V. & Ziebertz, H-G. (eds), Human Rights and the Separation of State and Religion: International Case Studies. - Cham : Springer. - 2510-4306 .- 2510-4314. - 9783031339974 - 9783031340000 - 9783031339981 ; , s. 217-232
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Bokkapitel (refereegranskat)abstract
- How can a secular democratic state inform its fundamental values to migrants with past affiliation in societies marked by religious norms and values? In Sweden, migrants are offered a (non-compulsory) course in civic orientation. Research has shown a need for professionalization of this type of education. A dimension of professionalization can, we urge, be described in terms of religious literacy. The development of a course in civic orientation, where norms and values are discussed with respect to human rights, presupposes that methods are developed to draw attention to the complexity, and the ambiguity, of relations between religious and secular ethical positions. Teachers need knowledge of religiously motivated beliefs in ethical issues and of ways in which these are made visible in the multidimensional practice of lived religion. Sweden, perceived as a highly secular country, has taken in many migrants from countries with traditional religious values. Through interviews, the Institute for Future Studies has identified some areas where religiosity is one parameter for the way these people rethink ethically relevant perceptions. These are values of self-determination and the individual’s own choices – such as abortion, divorce, premarital sex and homosexuality, and with those contiguous rights that are perceived as non-negotiable in the secular democratic discourse. This chapter analyses the secular state’s mission to inform new arrivals about democratic values in relation to human rights in the Swedish discourse. The analysis is based on a multidimensional understanding of the concept of religious literacy, with reference to a discussion about the distinction between having a right to live with or without religion. One aim is to explore challenges and opportunities to discern in the current discourse how religion can contribute to the development of the secular state and how secular value teaching can contribute to the development of religious approaches to human rights.
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Interkulturell religionsdidaktik : utmaningar och möjligheter
- 2018. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- I religionskunskapsämnets kurs- och ämnesplaner framhålls betydelsen av att eleven utvecklar en mångkulturell kompetens präglad av ett ansvarsfullt förhållningssätt. Samtidigt har religion blivit ett alltmer laddat ämne i samhällsdebatten. Hur ska lärare i religionskunskap ta sig an utmaningarna i det mångkulturella klassrummet?
Boken närmar sig ämnet interkulturell religionsdidaktik ur en mängd synvinklar. Livfulla skildringar från mångkulturella klassrum varvas med mer teoretiskt resonerande kapitel som redogör för aktuell nordisk och europeisk forskning kring religionsundervisning präglad av mångfald. Faktorer som underlättar dialog och genuina möten i klassrummet presenteras utifrån konkreta exempel men ges också fördjupande analyser i flera kapitel. I boken tas även olika hinder upp, allt från otjänlig och missriktad begreppsbildning till förenklade synsätt, som står i vägen för realiserandet av de mångkulturella målen.
Boken är den första i sitt slag i Sverige och vänder sig till blivande och redan verksamma lärare i religionskunskap.
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- Franck, Olof, 1958
(författare)
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Ethics Education in Democratic Pluralist Contexts
- 2020
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Ingår i: Educational Theory Special Issue: Education and Risk (Wiley). - : Wiley. - 0013-2004. ; 70:1, s. 73 - 88
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Tidskriftsartikel (refereegranskat)abstract
- In this article Olof Franck examines some prerequisites for the development of an emancipatory ethics education in pluralist contexts. He first formulates a platform for the examination with regard to Gert Biesta's educational philosophy, particularly with reference to perspectives on education, subjectification, and democracy, and then discusses the concepts of unexpectedness and risk, as these are approached and elaborated by Biesta, with reference to possible challenges when ethics is taught in pluralist contexts. Next, he poses the question: How can such an education contribute to the development of democratic dialogue and democratic relations as well as to students' subjectification — and emancipation? Franck closes with a discussion of an answer to this question that seems to follow from Biesta's approach; in it, he raises certain critical considerations with respect to that approach and also offers some suggestions for how to find ways to meet challenges to the development of democratic, emancipatory ethics education.
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- Franck, Olof, 1958
(författare)
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Challenging the Teaching of Global Ethical Unity: Religious Ethical Claims as Democratic Iterations within Sustainability Didactics
- 2017
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Ingår i: Programme International Society for the Sociology of Religion/Socité International de Sociologie des Religions (ISSR): Religion, Cooperation and Conflict in Diverse Societies, Lausanne 4th - 7th of July 2017.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this presentation is to highlight the role of religiously motivated ethics within the field of sustainability didactics. The idea that religion, by proposing claims for knowledge of absolute authorities such as ‘divine beings or supernatural dimensions’, offers capacity for uniting various ethical life-views and positions, is made the object of critical reflections. An alternative position is outlined: religious claims of this kind rather have to be interpreted as democratic iterations, paving the way for constructive agonistic communication inside, as well as outside, classrooms where RE and ethics education are carried out with reference to various dimensions of social sustainability. Such teaching contexts may be apprehended as ‘democratic communities’ where religious justifications for ethical positions that refer to absolute divine or supernatural authorities, could be seen as constructively challenging the borders for mutually respectful communication, and therefore as being important to highlight within ethics education on sustainability. Religious claims for ethical positions can, considered as democratic iterations, be thought to pave the way for a communication of the kind mentioned in pluralistic contexts, and they ought to be highlighted within ethics teaching on sustainability. References to absolute ‘divine’ or ‘supernatural’ authorities may contribute to the development of ethical re-thinking and to dynamic discussions, inspiring and nurturing to all those engaged in the communicative process.
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