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- Lifmark, David, 1971-
(författare)
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Emotioner och värdegrundsarbete : Om lärare, fostran och elever i en mångkulturell skola
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores aspects of teachers’ obligation to implement and discuss what are referred to in the Swedish national school curricula as “fundamental values” (“värdegrunden” in Swedish). The aim is to describe and analyze dilemmas in interpretations of and teachers’ work with these fundamental values. Four questions are related to this aim. The first addresses difficulties discussed in conversations between seven upper secondary teachers, during nine meetings over the course of one year. In these conversations the teachers reflected upon how to interpret the fundamental values in relation to their daily practice. The second question focuses on the considerable diversity of Swedish schools and examines the work of the teachers through a perspective of intersectionality. The third question concerns how Martha Nussbaum’s theory of emotions as judgments of value could be used for an understanding of the identified dilemmas. The fourth question focuses on ways in which the participating teachers’ discussions may contribute to a wider discussion about possible aims and circumstances of teachers’ work with the fundamental values. Chapter 2 introduces the theoretical framework of the study, Martha Nussbaum’s (2001) ethical thinking on emotions as judgments of value. She argues that emotions have four common cognitive components. They have (1) external objects, and are directed towards these objects. They are (2) intentional, reflecting a person’s particular point of view, his or her special way of beholding the object, and (3) consist of judgments, i.e. views of how things in the world are. According to Nussbaum’s Aristotelian ethics, emotions also (4) mirror the individual’s vision of what a good human life is like, and the vulnerability of it. The concept of eudaimonia, a fulfilled or flourishing life, is central. Chapter 3 focuses on ideas of ethnicity, and on the specific obligation mentioned in the curriculum of counteracting xenophobia and intolerance in a multicultural society. Chapter 4 discusses various aspects of the teachers’ thoughts on religiosity within Swedish society (often depicted as one of most secular in the world) and within the educational system that is non-denominational. Chapter 5 draws attention to different ways in which the teachers view and teach pupils about sexual orientation. Chapter 6 presents conclusions on potential advantages of and challenges involved in Nussbaum’s Aristotelian theory of emotions, when applied to teachers’ views of and practical work with the fundamental values described in the curriculum. One advantage is that emotions may be intellectually scrutinized and morally assessed, on grounds that are known beforehand and discussed in a democratic process. The non-productive division between emotions, on the one hand, and intellectual and moral capabilities, on the other, is transcended by Nussbaum’s theory. An important challenge is to reflect upon when to discuss the cognitive content of pupils’ emotions, and when it is appropriate to state what is right or wrong, and try to influence pupils accordingly. Keywords: Emotions, vulnerability, values education, religious education, teaching, Martha Nussbaum, ethnicity, religion, sexual orientation.
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- Lifmark, David, 1971-
(författare)
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Vad främlingsfientlighet kan vara
- 2014
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Ingår i: Religion och livsfrågor. - Malmö : Föreningen Lärare i religionskunskap. - 0347-2159. ; :1, s. 11-13
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Tidskriftsartikel (populärvet., debatt m.m.)
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- 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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- Lilja, Annika, 1963, et al.
(författare)
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Conditions for development of a multidimensional ethical competence through group discussions in fiction-based ethics education
- 2023
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575.
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Tidskriftsartikel (refereegranskat)abstract
- Based on an analysis of Swedish students’ group discussions while taking part in a fiction-based ethics education, this article presents conditions for the development of a multidimensional ethical competence. Four crucial conditions in students’ group discussions are identified: focus on the task, interest in each other’s contributions, knowledge about the object of the ethical analysis and its context, and explorations of the complexity of the human being. The results show that the fiction stories, and the students who act as more capable others, support the development by modelling in different ways; both procedural and substantial knowledge in ethics are required.
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