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- Hansson, Thomas, et al.
(author)
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A Multiple Software Approach to Understanding Values
- 2010
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In: Journal of Beliefs and Values. - : Taylor & Francis. - 1361-7672 .- 1469-9362. ; 31:3, s. 283-298
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Journal article (peer-reviewed)abstract
- Global flow of information forms a basis for active citizenship at local, regional and national levels of society. Information, exchange and education hold a potential to empower individuals for personal development, working life purposes and public life. In raising people’s awareness of the ways of the world, piecemeal, factual and true data as well as personally held values play a crucial role. Here we study the potential of software packages for analyzing social scientists use of values in journal articles. Results show that a combination of software tools yields useful information for further research on the contents of social science articles relating to an extraordinary societal phenomenon.
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| 3. |
- Jackson, Robert
(author)
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50 years on : the Shap working party on world religions in education and its publications
- 2019
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In: Journal of Beliefs and Values. - : Informa UK Limited. - 1361-7672 .- 1469-9362. ; 40:1, s. 45-54
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Journal article (peer-reviewed)abstract
- The Shap Working Party on World Religions in Education celebrates its 50th anniversary in April 2019. In marking this event, the present article offers a summary of the history of the Shap Working Party in relation to its publications. The overview includes material published by the Shap Working Party itself and material published by members of the Shap Working Party which reflects Shap's general approach and values. Many Shap publications and articles about Shap are available with open access on the Shap website and more will appear in celebration of the Working Party's 50th Anniversary. The present article is dedicated to the memory of Professor John Hinnells who had a key role in establishing the Shap Working Party and who died in 2018.
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| 4. |
- Koirikivi, Pia, et al.
(author)
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Values, lifestyles, and narratives of prejudices amongst Finnish youth
- 2023
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In: Journal of Beliefs and Values. - : Informa UK Limited. - 1361-7672 .- 1469-9362. ; 44:1, s. 32-46
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Journal article (peer-reviewed)abstract
- Prejudices are innate to the human condition and at the base of most conflicts between social groups. Yet, despite much local and global educational effort to promote equality and peace, expressions of hate and violence are omnipresent across the globe. For gaining more understanding about the complex relationship between values and beliefs that influence people’s prejudiced attitudes towards others, this study investigates how Finnish upper-secondary level students (16- to 20-year-olds), on the one hand, affiliate themselves with self-transcendent values, and on the other hand, narrate prejudices towards others. The complementary quantitative (n = 2873) and qualitative (n = 2200) survey responses show that the young people regarded equality and the promotion of peace as the most important values for themselves but, despite this explicit appreciation of these self-transcendent values, they also exhibit several types of prejudice towards others. The findings show that the youth narratives of prejudices are mainly justified with their prior experiences, their imaginaries related to insecurity, disturbances, and conflicts with people who they deem to have lifestyles different from their own. This study expands existing knowledge by suggesting that the main rationales behind young people’s prejudices are not based on traditional social categorisations, or core values, but on differences expressed through individual lifestyles.
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| 5. |
- Niemi, Kristian, 1981-
(author)
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Drawing a line between the religious and the secular : The cases of religious education in Sweden and India
- 2018
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In: Journal of Beliefs and Values. - : Informa UK Limited. - 1361-7672 .- 1469-9362. ; 39:2, s. 182-194
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Journal article (peer-reviewed)abstract
- Religion as a school subject – Religious Education (RE) – is handled differently in various national contexts. This article discusses two different systems of managing (or avoiding) RE: those used in non-denominational Swedish and Indian schools. The article focuses particularly on what is allowed in the classroom with regards to religion. Both countries are secular, but where is the line drawn between the secular and the religious? Allowing the two contexts to meet reveals the particularities of each. The impact of Protestant Christianity, specifically Lutheranism, is evident in Swedish RE: religion is to be defined through beliefs and words, and religious actions should be excluded from classrooms. The Swedish context highlights ‘knowledge of’ religions, but avoids religious action. In India, there is no explicit RE, but Indian education does include learning from religion as well as ‘doing religion.’ The Indian approach is very inclusive, to the point of emphasising, as teachers put it, a common core of all religions. Both systems of RE offer particular opportunities and face certain difficulties in dealing with the contemporary globalised world.
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| 6. |
- O´Donnell, Emma
(author)
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Theorising sacred place in Jerusalem : identity, yearning, and the invention of tradition
- 2017
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In: Journal of Beliefs and Values. - : Informa UK Limited. - 1361-7672 .- 1469-9362. ; 38:3, s. 276-285
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Journal article (peer-reviewed)abstract
- This article offers a theoretical approach to the concepts of sacred place, identity, and religious tradition in the context of Jerusalem, in which disputes over sacred place are highly contentious. It explores contemporary theories on claims to sacred place as expressions of power, and the invention of tradition, offering a critical reading that argues for the inherent dignity of religious traditions of sacred place. The aim of this exploration is to provide a way of understanding how the attachment to sacred places reflects not only the struggle for power, but also the hopes, fears, and needs of religious communities. It concludes by proposing that religious claims to sacred place are essential to religious and cultural thriving, and in this way, the attachment to sacred place can also serve as a valuable site of interreligious understanding.
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| 7. |
- Osbeck, Christina
(author)
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More purpose than meaning in RE : a response to James Conroy, David Lundie, and Vivienne Baumfield
- 2012
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In: Journal of Beliefs and Values. - Karlstad Univ, Ctr Didact Res Social Sci, Karlstad, Sweden. : Informa UK Limited. - 1361-7672 .- 1469-9362. ; 33:3, s. 325-328
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Journal article (peer-reviewed)abstract
- In their essay Failures of meaning in religious education, James Conroy, David Lundie, and Vivienne Baumfield report findings from their recent project Does Religious Education Work?, during which ethnographic studies in 24 British schools were conducted. In this response I first highlight the importance of the character of RE for considering what works and describe the kind of RE that the authors discuss. Secondly, I point to findings and conceptualisations which I consider important. Thirdly, I comment on factors which, the authors maintain, are important regarding failures of meaning in RE. I conclude with my interest in further empirical findings resulting from the rich material of this project.
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| 8. |
- Osbeck, Christina, 1969, et al.
(author)
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Possible competences to be aimed at in ethics education : ethical competences highlighted in educational research journals
- 2018
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In: Journal of Beliefs and Values. - : Routledge. - 1361-7672 .- 1469-9362. ; 39:2, s. 195-208
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Journal article (peer-reviewed)abstract
- The aim of this article is to present varieties of ethical competence that are highlighted in ethics and moral education research articles, and to discuss them in the light of competences stressed in the Swedish curriculum, understood as an example of ethics education in compulsory school. The material consists of 1,940 educational research articles published between 2000 and 2015, and the method of analysis is inductive, focusing on ethical competence. One finding is the similarity between the study’s tentative formulation of identified ethical competences in four categories, and Rest’s understanding of acting morally, captured in the four components: sensitivity, judgement, motivation and implementation. Based on the analysis of the articles, broader understandings of these focuses are developed, and later discussed in relation to Swedish ethics education, characterised as both a conservative and liberal values education. The analyses and comparison show the importance of the components of moral sensitivity and moral implementation and their relative absence in the Swedish curriculum, but also how moral judgement must include a competence to evaluate moral motivations, where empirically testable reasons are also central. Moreover, the risk of neglecting contextual, situational and knowledge-related aspects of ethical competence is highlighted.
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| 9. |
- Schihalejev, Olga, et al.
(author)
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Religion and children’s perceptions of bullying in multicultural schools in Estonia, Finland and Sweden
- 2020
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In: Journal of Beliefs and Values. - : Routledge. - 1361-7672 .- 1469-9362. ; 41:3, s. 371-384
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Journal article (peer-reviewed)abstract
- The paper explores children and youths? perceptions of the reasons for bullying in multicultural schools. How do their different backgrounds explain the variations in those perceptions? The questions will be answered based on data gathered from 9 to 10, 12 to 13 and 15 to 16-year-old students (N = 2781) in Estonia, Finland and Sweden. A survey and in-depth interviews were used in the study. About half of the students have been frequently or occasionally bullied. According to the data, the reasons for bullying were frequently attributed to visible external features, such as physical appearance or clothing, but also to the bullied students? choice of friends and language use. The most vulnerable students are those with a migration background, those who speak a different language at home that is not the language of the national majority, or who have been raised in more religiously observant families.
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| 10. |
- Schweitzer, F., et al.
(author)
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Current debates about (inter-)religious literacy and assessments of the outcomes of religious education: two approaches to religion-related knowledge in critical review
- 2023
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In: Journal of Beliefs & Values-Studies in Religion & Education. - : Informa UK Limited. - 1361-7672. ; 44:2, s. 254-266
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Journal article (peer-reviewed)abstract
- Plain Language Summary This article focuses on two separate debates that have recently attracted interest in several countries around the world: the debate on religious and interreligious literacy and the debate on the assessment of the outcomes of Religious Education (RE). Although these debates have similar themes and are influenced by shared factors, they have rarely been considered together. From this standpoint, both debates are briefly reviewed and critically discussed in this article. The analysis is directed by two questions: What guiding educational ideas are connected to the new or renewed interest in religion-related knowledge, and which ideas form the shared motives that influence the two debates? What is the empirical basis of these debates? The results show that the educational basis of the two debates is currently underdeveloped, and their empirical foundations are rather weak. In addition, there is a need to strengthen religious and interreligious literacy in, for example, RE. The debates on both (inter-)religious literacy and the assessment of the RE outcomes should use clear educational guidelines and include solid empirical results that directly focus on religious literacy and the religion-related knowledge of young people. Moreover, both debates should be developed together to improve their theoretical understandings and empirical insights. This article addresses two current debates that have generated increasing interest in a number of countries but have rarely been considered together: the debate on religious and interreligious literacy and the debate on the assessment of the outcomes of Religious Education (RE). Against this background, both debates are reviewed and critically discussed in relation to the following questions: 1) What guiding educational ideas are connected to the new or renewed interest in religion-related knowledge, and which ideas form the shared motives that influence the two debates? 2) What is the empirical basis of these debates? The results indicate that the educational basis of the two debates is currently underdeveloped, and their empirical foundations are rather weak. In addition, there is a need to direct attention towards strengthening religious and interreligious literacy in, for example, RE. The debates on both (inter-)religious literacy and the assessment of the RE outcomes should be based on clear educational guidelines and informed by solid empirical results that directly address religious literacy and the religion-related knowledge of young people. Moreover, we conclude that the two debates should be developed together, as they both require enhanced theoretical understandings and empirical insights.
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