| 1. |
- Sporre, Karin, et al.
(författare)
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Ethics Education in Swedish RE - and Future Content for Ethics Education in Compulsory School
- 2020
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Ingår i: Facing the Unknown Future: Religion and Education on the Move. Religious Divesity and Education in Europe, Vol. 14. ter Avest, I., Bakker, C., Ipgrave, J., Leonhard, S. & Schreiner, P. (eds). - Münster : Waxmann. - 1862-9547. - 9783830940760 ; , s. 195-208
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Bokkapitel (refereegranskat)
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| 2. |
- Franck, Olof, 1958, et al.
(författare)
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Being and Becoming. Challenging Dichotomous Conceptions of Ethical Competence within Democratic Ethics Education in Compulsory School
- 2018
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Ingår i: Ristiniemi, J., Skeie, G. & Sporre, K. (Eds.): Challenging Life: Existential Questions as a Resource for Education, Religious Diversity and Education in Europe, Vol. 37. - Münster : Waxmann. - 1862-9547. - 9783830938866 ; , s. 247-260
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Bokkapitel (refereegranskat)
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| 3. |
- Gustavsson, Caroline, 1975-
(författare)
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Vulnerability as a Quality in the Classroom and Research in Religious Education
- 2020
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Ingår i: Facing the Unknown Future. - Münster : Waxmann Verlag. - 9783830940760 ; , s. 183-193
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Bokkapitel (refereegranskat)abstract
- This article discusses vulnerability in relation to experiences of religion and religious education and explores how vulnerability can be understood in two different but related areas: being a teacher and being researcher in religious education. The theoretical point of departure is taken from Brene Brown’s theory of vulnerability. Brown defines vulnerability as uncertainty, risk and emotional exposure. The exploration of the three examples provided lead to the conclusion that there are different kinds of vulnerability, depending on the content of the narrative being shared, the context where it is shared, and the time between the actual event and its narration. The article suggests a distinction should be made between ‘experienced vulnerability’, ‘processed vulnerability’ and ‘caused vulnerability’. When reflecting on the notion of time the article shows that one needs some ‘chronos’ to find the right ‘kairos’ and moment to share one’s vulnerability.…
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| 4. |
- Selander, Sven-Åke, et al.
(författare)
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Existential Questions in Research and Education in the Shape of a Response to Sven Hartman
- 2018
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Ingår i: Challenging Life : Existential Questions as a Resource for Education - Existential Questions as a Resource for Education. - 1862-9547. - 9783830938866 - 9783830988861 ; 37, s. 47-65
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Bokkapitel (refereegranskat)abstract
- Over the past 50 years, the concept existential question has played a less prominent role in upper secondary school curricula. The interpretation of the world view perspective has been retained until the curriculum 2000. Perspectives of personal development and interpretation of life in upper secondary school have almost disappeared. The syllabus has been content centred, reflective and analytical in priciple. Hartman says that this is a result of a growing secularization and pluralism and a scientific spirit in society. Against this, one might argue that secularization does not necessarily mean just scientific spirit. Secularization might as well mean greater transparency and boldness to discuss existential questions and life interpretation. In addition to the overall factors in society, a contributing factor in my opinion has been the evaluation system as a basis for grading. Reasoning and interpretation of ones's own proposal is difficult to measure, and so is defining what skills can be required to the students. Perhaps it is important to realize that everything in school does not be measurable in order to be meaningful.
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| 5. |
- Sporre, Karin, 1952-, et al.
(författare)
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Ethics education in Swedish RE - and future content for ethics education in compulsory school
- 2020
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Ingår i: Facing the unknown future. - Münster : Waxmann Verlag. - 9783830940760 - 9783830990765 ; , s. 195-208
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Bokkapitel (refereegranskat)abstract
- What role can education actually play in preparing children and youth for the future? And, in relation to such a question, how can RE as a school subject contribute with its teaching and learning about religions and worldviews and through studies of ethics? In this chapter we address these questions from the special point of view of ethics education, understood as an integral part of an RE subject. We address future ethics education through the identification of three contemporary challenges. Additionally, findings from empirical studies carried out in the EthiCo project are analysed through the two concepts substantive and procedural knowledge. An ethical competence, we conclude, presupposes both procedural and substantive knowledge. This as an ethical analysis lacking substantive knowledge can never be strong and trustworthy. And, an ethics education for today and tomorrow must be multidimensional and address the central societal challenges of today without neglecting the call from everyday life relations and interdependence. We conclude by noting that on a general level education, RE included, is an enlightenment project, challenging ignorance, superstition and a sudden escape to alternative facts.
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