| 1. |
- Lilja, Annika, 1963, et al.
(författare)
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Ethical competence – a comparison between the Swedish and the Icelandic curricula and some teachers’ views
- 2018
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Ingår i: Education 3-13. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 46:5, s. 506-516
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined.
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| 2. |
- Lilja, Annika, 1963, et al.
(författare)
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Teachers’ perspectives on ethics education – expressed as opportunities and challenges
- 2023
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Ingår i: British Journal of Religious Education. - : Taylor & Francis Group. - 0141-6200 .- 1740-7931. ; 45:3, s. 240-250
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, ethics education occupies a prominent position in the curriculum, both in the general, introductory sections and as a part of the subject religious education. The aim of this article is to investigate teachers’ insights regarding ethics education and to contribute knowledge about opportunities and challenges with ethics education, by analysing interviews with ten teachers. Five of the teachers used a fiction-based ethics education within a research and evaluation project, and five teachers used their ordinary ethics teaching. The analysis shows five different themes, time, the students’ background, safe relations, lesson plans, and fiction, to be crucial for ethics education, in relation to both opportunities and challenges. The analysis shows that ethics is a subject that occupies a special position, giving students an education that points to the world and provides opportunities to encounter and explore important situations,in other words, an education that develops a multidimensional ethical competence.
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| 3. |
- Osbeck, Christina, 1969, et al.
(författare)
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Abilities, knowledge requirements and national tests in RE : the Swedish case as an example in the outcome-focused school and society of today
- 2018
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Ingår i: Zeitschrift für Pädagogik und Theologie. - : Walter de Gruyter. - 2366-7796 .- 1437-7160. ; 70:4, s. 397-408
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to present the system that governs Swedish RE in terms of curricular requirements, national tests and their outcomes, and discuss this in light of the current critical debate on an outcome-focused school, as well as the debate on the need for ‘powerful knowledge’. The debate on educational achievements and measurements can be seen from different angles. On the one hand, there are reasons to take the criticisms seriously, for instance concerning how such a focus tends to instrumentalise and superficialise knowledge and education. On the other hand, from a societal perspective, one has to ensure that all students, through their education, have opportunities to develop powerful knowledge that helps to explain the world so that school can contribute to social justice. Against such a background, the Swedish system is described as a rather strongly steering system that regulates schools through curricula but also monitors them through national tests. Through a brief presentation of empirical findings from the EthiCo project, it is shown how this system in practice limits the students’ chances of acquiring a multidimensional ethical competence and instead highlights a one-dimensional argumentative competence. Such a teaching runs the risk of reducing rather than widening students’ ethical competence.
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| 4. |
- Sporre, Karin, 1952-, et al.
(författare)
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Fiction-based ethics education in Swedish compulsory school – reflections on a research project
- 2022
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Ingår i: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; 12:2, s. 84-107
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Tidskriftsartikel (refereegranskat)abstract
- In this article we draw conclusions from a research project in which a unique model for a fiction-based approach to ethics education was developed and used in three Swedish schools. Nine lessons were carried out during the 2019-2020 school year in five school classes: two in Grade 5 and three in Grade 8. Participating teachers worked with the researchers before and during the project to reflect on and develop the model. Moreover, five classes and teachers with their ordinary ethics education were engaged in the project. Theoretically, the project draws on the works of Martha C. Nussbaum in its choice to employ fiction reading in ethics education, and has a foundation in a sociocultural theory on moral development elaborated by Mark B. Tappan. The article’s aim is to critically reflect on the results and design of the project in relation to the theoretical underpinnings, with the purpose of offering reflections on ethics education for further development in both research and educational practice.
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| 5. |
- Franck, Olof, 1958, et al.
(författare)
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What may be learnt in ethics? Varieties of conceptions of ethical competence to be taught in compulsory school
- 2015
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Ingår i: The 5th NoFa-Conference (Nordisk Fagdidaktisk konferens), Helsinki, Finland, 27-29 May.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the paper is to present the framework of this newly started project and report some initial findings. Questions about a compulsory school teaching ethics has regained urgency in Sweden since national tests are given in ethics. Every fourth child in grade six and nine are evaluated every year as having/not having approved knowledge of ethics, and one can ask if it is reasonable to be forced to undertake a test assessing your skills in ethics and risk being evaluated as not passing. This raises the question of what constitutes relevant knowledge in this field, a question which to a large extent has been absent in research. The purpose of the project is to identify and elucidate varieties of conceptions of ethical competence and critically analyse and discuss them, in relation to each other and in relation to ethical theory, as potential educational content in compulsory school.
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| 6. |
- Lifmark, David, et al.
(författare)
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What do teachers regard as opportunities respective difficulties/obstacles when teaching ethics based in fiction stories?
- 2021
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Ingår i: International Seminar on Religious Education and Values.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this RE paper of the EthiCo II-project is to present findings about five teachers’ experiences during an academic year when teaching ethics based on fiction stories. Their experiences about opportunities and difficulties are examined in relation to the theories of Martha C Nussbaum. The empirical data has been produced through two interviews with each of the participating teachers, in all 10 interviews, and notes from meetings where the fiction based teaching about ethics has been prepared. The teachers participating in the study teach RE and are working at three different schools in three different types of municipalities. Three of the teacher teach grade 8 students (14 years) and two of the teachers teach grade 5 students (11 years). The interviews are transcribed and the analyses of the interviews were informed by thematic interpretation procedures. The preliminary findings show that the obstacles often are related to practical problems, for example, to get opportunity to have lessons long enough for the students’ discussions, but also to find good literature that give the students opportunities to widen their understanding about a good life and society. Example of opportunities that the teachers emphasize is the students engagement in the fiction stories and that they bring general competences from the discussions about the ethical content in the fiction texts to other subjects than RE, competences as for example to take other persons perspective and to analyse.
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| 7. |
- Lilja, Annika, 1963
(författare)
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Ethical Competences Expressed by Pupils in Grade Six when Solving an Ethical Dilemma
- 2016
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Ingår i: ECER Dublin 2016-08-23 - 2016-08-26, Symposium: Varieties of Conceptions of Ethical Competence Displayed in Pupils’ Responses to National Tests in Ethics.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to present some ethical competences expressed in texts from pupils in grade six (age 12-13 years). The texts were first selected randomly from the 25 000 national tests in RE taken by grade six pupils in Sweden in spring 2013, then a strategic selection was made and from this sample 50 texts were chosen for this presentation. Parts of Martha Nussbaum’s philosophy about virtues and capabilities will be used to discuss and interpret the findings. The 50 texts are taken from a task about two friends, Keyla and Maria. Maria smells of sweat and some of her friends avoid her because of this. The task for the pupils is to show what it means to act in a good way by reasoning about how Keyla, as Maria’s best friend, could handle this situation: tell Maria that she smells bad and risk hurting her or let Maria smell, knowing that she risks losing some of her friends. The pupils are also supposed to reason about what consequences their proposal might have for both Maria and Keyla. The first overall analysis shows that the pupils’ answers include both abilities that are written in the syllabus for RE, but also some other competences not highlighted in the syllabus. For instance the texts show that the pupils have an ability to feel empathy. The answers also show that the pupils believe that to act in a moral way, you have to do what is best for your friend even though it might cause you discomfort. Further they show an ethical insight (Osbeck, Franck, Lilja & Lindskog, 2015; Osbeck, in print) when they, for example, write about the guilt one can feel when not doing what is right. Nussbaum’s writings (2010, 1995) about cultivating imagination, i.e. the importance of a narrative imagination for refining the capacity to see the world through another person’s eyes, and her writing about the capabilities all people should be able to develop to live with human dignity (Nussbaum, 2013) will work as tools to develop the understanding of the ethical competences found in the pupils’ responses. References Nussbaum, M.C. (1995). Känslans skärpa, tankens inlevelse: essäer om etik och politik [The sharpness of emotion, the insight of thought: Essays on ethics and politics]. Stockholm: Brutus Östlings bokförlag Symposium. Nussbaum, M.C. (2010). Not for profit. Why democracy needs the humanities. Princeton: Princeton University Press. Nussbaum, M.C. (2013). Creating Capabilities. The human development approach. Cambrige USA: The Belknap press. Osbeck, C. (in press). Ethical competences in pupils’ texts – Existential understandings and ethical insights as central but tacit in the curriculum. Dordrect: Springer. Osbeck, C., Franck, O., Lilja, A., Lindskog, A. (2015). Challenges of Assessment in Ethics – Teachers’ reflection when assessing National Tests. Educare, 2015(2),19-47.
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| 8. |
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| 9. |
- Lilja, Annika, 1963, et al.
(författare)
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The importance of relationships in the classroom
- 2018
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Ingår i: Didactic classroom studies. A potential research direction. - Lund : Kriterium/ Nordic Academic Press. - 2002-2131. - 9789188661456 ; , s. 131-150
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Bokkapitel (refereegranskat)
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| 10. |
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