| 1. |
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
-
Assessment in Ethics Education - A Case of National Tests in Religious Education
- 2017
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book presents a number of fundamentally challenging perspectives that have been brought to the fore by the national tests on religious education (RE) in Sweden. It particularly focuses on the content under the heading Ethics. It is common knowledge that many teachers find these parts difficult to handle within RE. Further, ethics is a field that addresses a range of moral and existential issues that are not easily treated. Many of these issues may be said to belong to the philosophical context, in which “eternal questions” are gathered and reflected upon. The first chapters highlight the concepts of ethical competence and critical thinking. In the following chapters the concept of ethical competence is analyzed with regard to teachers’ objectives and to students’ texts, respectively. These chapters pursue a more practice-related approach and highlight specific challenges identified from both teacher and student perspectives. Next, the book raises the issue of global responsibility. What kind of critical issues arise when handling such matters at school? Further, can contemporary moral philosophers contribute to such a discussion? In turn, the book discusses the role of statistical analyses with regard to national tests, while the closing chapters present international perspectives on the book’s main themes and concluding remarks. The book’s critical yet constructive approach to issues regarding assessment in ethics education makes a valuable contribution to an ongoing debate among researchers as well as to the everyday communication on testing in schools and classrooms. As such, it will appeal to scholars in ethics education and researchers in the field of assessment, as well as educators and teachers interested and engaged in the task of testing ethics in school contexts where curricular demands for valid and authoritative evaluation may provide important guidelines, but may also pose challenges of their own.
|
|
| 5. |
|
|
| 6. |
- Blanck, Sara, et al.
(författare)
-
SO för lärare 1 - 3
- 2019
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Det centrala innehållet i läroplanen för SO-ämnena i årskurs 1–3 presenteras under fyra rubriker: Att leva tillsammans, Att leva i närområdet, Att leva i världen och Att undersöka verkligheten. Dessa rubriker kan tyckas inbegripa allt och intet, och som lärare kan det därför vara svårt att få grepp om både detaljer och övergripande teman. Under varje rubrik i det centrala innehållet finns en rad olika moment och i den här boken får läraren hjälp att bena ut vad dessa innebär och hur de kan behandlas i undervisningen. De fyra SO-ämnena geografi, historia, religionskunskap och samhällskunskap bidrar på olika sätt till att utveckla kunskaper om samhällen och människors gemensamma liv. Det finns många sätt att knyta samman dessa ämnen i SO-undervisningen, men eleverna behöver också tidigt bekanta sig med de olika ämnenas innehåll och grund. Boken innehåller ett kapitel per ämne, och ett avslutande kapitel om ämnesövergripande undervisning. Varje kapitel berör ämnets historia, hur ämnet beskrivs i Lgr11 rörande bland annat mål, centralt innehåll och kunskapskrav, ämnets centrala begrepp samt vad som kan vara viktigt att tänka på i undervisningen. Den här boken är tänkt att inspirera blivande lärare att utveckla en SO-undervisning för årskurs 1–3 där SO-ämnenas specifika innehåll och frågor synliggörs, samtidigt som deras innehåll ses i ljuset av varandra. En sådan undervisning kan skapa en gemensam plattform för en bred och djup samhällsorienterande kunskap. Bokens författare har alla erfarenhet av att arbeta som lärare. De är verksamma i lärarutbildning, i forskning som rör lärande och undervisning, samt i arbete för att utveckla undervisningsmetoder.
|
|
| 7. |
- Demker, Marie, 1960, et al.
(författare)
-
Hur karaktärisera Sverigedemokraterna?
- 2011
-
Ingår i: Religion och livsfrågor. - 0348-8918. ; 2011:1
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Artikeln rymmer några intervjufrågor till professor Marie Demker rörande hur Sverigedemokraterna bör karaktäriseras med hänsyn till begrepp som främlingsfientlighet, demokrati och högerextremism.
|
|
| 8. |
-
Ethical Literacies and Education for Sustainable Development Young People, Subjectivity and Democratic Participation
- 2017
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children´s books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. The book will be of great interest to students and researchers in the field of sustainability education.
|
|
| 9. |
-
Etik, berättelser och samtal. Att använda skönlitteratur i etikundervisning
- 2023
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Vad innebär en förmåga att möta andra människor med omsorg och respekt? Hur kan grundläggande demokratiska värden som jämlikhet och rättvisa, jämställdhet och likaberättigande, tolkas? Och på vilket sätt kan detta synliggöras och diskuteras i undervisning? Etik är ett av läroplanens tydligast framskrivna perspektiv. Det ska genomsyra all verksamhet i skolan och finns med i de flesta av skolans ämnen, med särskild hemvist i religionskunskapsämnet. Att undervisa i etik kan emellertid upplevas som en utmaning. Ett sätt att arbeta med svåra frågor i etikundervisningen är att ta hjälp av skönlitteraturen. Genom litteraturen ges eleverna möjligheter att möta situationer de inte hade mött annars, och på så vis förbereda sig för kommande händelser i det egna livet. I den här boken beskrivs en etikundervisning som med hjälp av skönlitteratur ger förutsättningar för elevers utveckling av en mångdimensionell etisk kompetens, det vill säga en kompetens att identifiera en etisk situation, att göra en bedömning av situationen, att motivera sina val och att sedan välja att handla. I boken presenteras även en undervisningsmodell samt arton lektionsplaneringar för skönlitteraturbaserad etikundervisning i årskurs 5 och 8.
|
|
| 10. |
- Franck, Olof, 1958
(författare)
-
A Consequentionalist Approach to the Interpretation of Ethical Competence: Some Critical Reflections on Pupils´ Answers in National Tests. Contribution to Osbeck, C., Franck, O., Lilja, A & Sporre, K.: Varieties of Conceptions of Ethical Competence Displayed in Pupils´ Answers to National Tests in Ethics. Symposium, ECER (European Conference on Educational Research), Theme: Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin 23rd - 27th of August 2016.
- 2016
-
Ingår i: http://www.eera-ecer.de/ecer-programmes/conference/21/contribution/39617.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the Swedish syllabus for RE, ethics is one of the parts of the core content which has to be studied. Within this part, it is prescribed for year 9 that “analysis and argumentation based on ethical models, such as consequential and deontological ethics” is to be highlighted, and that pupils’ ability to “use ethical concepts and models” is to be assessed with regard to criteria representing various grades from E to A. This part of the core content and the knowledge requirements focuses on an analytical dimension of what may be described as “ethical competence”. In the Swedish National Test 2013, this specific dimension was tested by using an item where the pupils were asked to “reason about and give arguments for and against” the death penalty. According to the instructions, the answers should involve reflections on “intentional ethics”, “consequentialist ethics” and “deontological ethics” respectively. An analysis of the empirical material consisting of a sample of pupils’ answers, brings three research questions to the fore: 1.What is the reason that many pupils, when expressing ideas regarding a consequentialist approach, present more or less simplified apprehensions of what characterizes such an approach? 2. Why is it that pupils seem to think that a consequentialist position in ethics implies rather straightforward standpoints? 3. On what grounds do several of the pupils seem to presuppose that a consequentialist approach has to be understood in terms of a utilitarian position? There seems to be a need to introduce relevant philosophical perspectives in the national test context. One theorist who could contribute to a more comprehensive analysis of both the syllabus and of the pupils’ answers regarding the three “ethical models” is the Australian moral philosopher Peter Singer. His approach is founded on “the basic principle of equality”, which, according to Singer, does not prescribe equal treatment but equal consideration, regardless of the species of the subjects who are the focus of moral reflection and ethical analysis. Singer’s utilitarian approach could, with the aid of concepts such as personism, preference and cognitive dissonance, contribute analytical tools, the use of which could pave the way for an understanding of the syllabus as well as the pupils’ answers. References Lgr 11 [Eng], (2011). Curriculum for the compulsory school, preschool class and the recreation centre 2011. Retrieved April 8th, 2015, from http://www.skolverket.se/laroplaner-amnen-och-kurser/ grundskoleutbildning/grundskola/engelska Singer, P. (2015). The Most Good You Can Do: How Effective Altruism Is Changing Ideas About Living Ethically. Yale University Press. Singer, P. (2011). Practical Ethics. Cambridge: Cambridge University Press. Singer, P. (1997). How Are We to Live? Ethics in an Age of Self-interest. Oxford: Oxford University Press
|
|
| 11. |
- Franck, Olof, 1958
(författare)
-
Ann Heberlein
- 2011
-
Ingår i: Nationalencyklopedin.
-
Tidskriftsartikel (refereegranskat)
|
|
| 12. |
|
|
| 13. |
|
|
| 14. |
|
|
| 15. |
- Franck, Olof, 1958
(författare)
-
Att gå på värdegrund
- 2010
-
Ingår i: Pedagogiska magasinet. ; 2010:1, s. 27-31
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 16. |
|
|
| 17. |
|
|
| 18. |
|
|
| 19. |
|
|
| 20. |
- Franck, Olof, 1958
(författare)
-
Att undervisa gymnasieungdomar om religion och vetenskap
- 2012
-
Ingår i: Att undervisa om religion och vetenskap i gymnasieskolan: Filosofiska och pedagogiska perspektiv med hänsyn till den nya ämnesplanen i religionskunskap! 31/1 2012. Teologiska institutionen, Uppsala universitet..
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
|
|
| 21. |
- Franck, Olof, 1958, et al.
(författare)
-
Att undervisa om människosyner och gudsuppfattningar (red)
- 2016
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Det verkar bli allt vanligare i Sverige idag, men också på andra ställen i världen, att människor tycker att det är något märkligt med att tro på Gud eller att vara religiös. Gudstron utgör inte längre en reell möjlighet utan framstår för många som något oförnuftigt, irrationellt och ovetenskapligt. Vissa uppfattar till och med religion som ett direkt hot mot ett civiliserat och demokratiskt samhälle. Detta utgör en utmaning för verksamma och blivande lärare i religionskunskap, som är den huvudsakliga målgruppen för denna bok. I Att undervisa om människosyner och gudsuppfattningar finns bidrag som diskuterar mindre kända områden i och utanför "världsreligionernas" landskap, men det finns också kapitel som fördjupar och breddar perspektiven på till exempel hinduism, kristendom och islam. Boken behandlar frågan om människosyn och gudsuppfattningar inom religionens område ur ett mer generellt perspektiv, men tar även upp dessa frågor relaterat till sekulära livsåskådningar, ateism, religiös tro och vetenskap. Varje kapitel avslutas med några reflekterande frågor. Författarna är alla forskare inom religionsvetenskap, religionshistoria, teologi och filosofi. De olika bidragen knyter an till skrivningarna i kurs- och ämnesplanerna för religionskunskap och är tänkta att ge lärarstudenter och lärare möjlighet att utveckla fördjupade ämneskunskaper som kan inspirera till en undervisning som står på god vetenskaplig grund
|
|
| 22. |
|
|
| 23. |
|
|
| 24. |
|
|
| 25. |
|
|
| 26. |
|
|
| 27. |
- Franck, Olof, 1958
(författare)
-
Barnet som etisk jämlike
- 2016
-
Ingår i: Alfa. En tidning för lärare om svenska, SO-ämnen och språk. - 2000-1959. ; :03/16, 2016
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 28. |
|
|
| 29. |
- Franck, Olof, 1958, et al.
(författare)
-
Being and becoming: Challenging dichotomous conceptions of ethical competence within democratic education in compulsory school International conference on existential questions in research and education, Sigtunastiftelsen 27-29 oktober 2016
- 2016
-
Ingår i: URL http://www.su.se/hsd/english/research/conferences.
-
Konferensbidrag (refereegranskat)abstract
- What abilities are to be developed within ethics education? Such abilities are sometimes described in terms of ethical competence. The concept of ethical competence is not unproblematic, but it can be used instrumentally to identify abilities that in the framework of the teaching of ethics is thought to be developed. This presentation focuses on dichotomous conceptions of ethical competence according to which subjects either have or lack relevant abilities, and where “ethically competent grown-ups” are distinguished from “ethically not competent”, or “ignorant, children”. With reference to Jacques Rancière's philosophical approach where teachers and students, as collaborative equals, engage in teaching-learning processes, and John Wall's critical "childist approach" in which hierarchic ageist relations are highlighted, a dichotomous, developmentalist conception of ethical competence is analyzed. An examination of conceptions of ethical competence in Nordic RE syllabuses, and an interpretative analysis of interviews with pupils in grade six, performed within a research project financed by the Swedish Research Council, are used as bases for the analysis. Finally, a non-dichotomous conception of ethical competence is elaborated with regard to teachers´ contribution to the transmission of democratic values, and with reference to conceptions of children as moral subjects, being and becoming ethically competent practitioners.
|
|
| 30. |
- Franck, Olof, 1958, et al.
(författare)
-
Being and Becoming. Challenging Dichotomous Conceptions of Ethical Competence within Democratic Ethics Education in Compulsory School
- 2018
-
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
-
Bokkapitel (refereegranskat)
|
|
| 31. |
- Franck, Olof, 1958, et al.
(författare)
-
Challenging the concept of ethical literacy for sustainable development (ESD): Storytelling as a method within sustainability didactics
- 2015
-
Ingår i: 8th WEEC World Environmental Education Congress, Planet and People - how can they develop together?, Gothenburg 29th 0f June - 2nd of July http://weec2015.org/programme-2/abstract-database.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Challenging the concept of ethical literacy in Education for Sustainable Development (ESD): storytelling as a method within sustainability didactics Introduction: Ethical literacy seems, within ESD, to be used in various ways, some more general, others morally specific, pressing individuals´ responsibility. The aim of this paper is to analyze the presuppositions for developing narrative methods which focus the vision of a good society without compromising with individual integrity. Objectives: ESD highlights teaching and learning related to environmental, economic and social dimensions where value issues and ethics are discussed in relation to global challenges of various kinds. Often, however, the ethical themes seem to be polarized between two extremes: either holistic expressions in general terms of “responsibility”, or morally pressing and pushing expressions of responsibility of individuals as citizens of the society - and the world. In the former case, no one specific person seems to be addressed, in the second each one of us is called for action. In neither case the concept of sustainability is problematized with regard to the variation of interpretations that express different agendas. Both extremes seem further to presuppose that ethics primarily has to do with moral judgments of right and wrong, rather than elaborating the concept of a good society and a good world. Moreover, while, according to the first extreme, no individual person seems to be called to do anything specific with regard to the striving for a socially sustainable world, the second seems to express demands of individuals´ action of competence and responsibility for making the world a better place for humans generally. Are there possibilities for the development of ESD which highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demand of action competence which is claimed to shape the way to make social sustainability come true? Methods: This paper examines critically and constructively, with reference to narrative theory, as well as to communitarian approaches, storytelling as one method to inspire young people to reflect upon what a good society and a good world may be, to catch sight of visions of a sustainable world and of challenges which exist between “now” and “then” – a method that, at the same time, may preserve respect for individuals´ integrity. Results: The examination highlights narrative structures and ethically relevant contents which may contribute to new strategies for the development of holistic and integrative narrative methods, forming approaches for sustainability didactics. Conclusion: There is a need for further research regarding the analysis of the frequent references of "ethics" and "ethical dimensions" within ESD-related contexts, and one highly relevant and constructive area for this research concerns narrative methods related to sustainability didactics.
|
|
| 32. |
- Franck, Olof, 1958, et al.
(författare)
-
Challenging the concept of ethical literacy in Education for Sustainable Development (ESD): storytelling as a method within sustainability didactics
- 2015
-
Ingår i: Abstract book, NERA Gothenburg 2015-03-04 - 2015-03-06.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ESD highlights teaching and learning related to environmental, economic and social dimensions where value issues and ethics are discussed in relation to global challenges of various kinds. Often, however, the ethical themes seem to be polarized between two extremes: either holistic expressions in general terms of “responsibility”, or morally pressing and pushing expressions of responsibility of individuals as citizens of the society - and the world. In the former case, no one specific person seems to be addressed, in the second each one of us is called for action. In neither case the concept of sustainability is problematized with regard to the variation of interpretations that express different agendas. Both extremes seem further to presuppose that ethics primarily has to do with moral judgments of right and wrong, rather than elaborating the concept of a good society and a good world. Moreover, while, according to the first extreme, no individual person seems to be called to do anything specific with regard to the striving for a socially sustainable world, the second seems to express demands of individuals´ action of competence and responsibility for making the world a better place for humans generally. Are there possibilities for the development of ESD which highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demand of action competence which is claimed to shape the way to make social sustainability come true? This paper examines critically and constructively, with reference to narrative theory, as well as to communitarian approaches, storytelling as one method to inspire young people to reflect upon what a good society and a good world may be, to catch sight of visions of a sustainable world and of challenges which exist between “now” and “then” – a method that, at the same time, may preserve respect for individuals´ integrity.
|
|
| 33. |
- Franck, Olof, 1958, et al.
(författare)
-
Challenging the concept of ethical literacy within Education for Sustainable Development (ESD): storytelling as a method within sustainability didactics
- 2018
-
Ingår i: Education 3 - 13: International Journal of Primary, Elementary and Early Years Education. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 46:2, s. 133-142
-
Tidskriftsartikel (refereegranskat)abstract
- Ethical literacy seems to be used, within Education for Sustainable Development (ESD), in various ways, some more general and others morally specific, emphasising individuals’ responsibility. The overarching aim of this paper is to present some prerequisites for the development of narrative methods that focus on the vision of a good society without compromising individual integrity. Is it possible to develop ESD in a ways that highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demands of action competence, which, it is claimed, paves the way for making social sustainability a reality? With reference to some threads in narrative theory and by an analysis of six children’s books, this paper critically and constructively examines storytelling as one method to inspire young people to reflect upon what a good society and a good world might be, to catch sight of visions of a sustainable world and of the differences between how things are and how things could be – a method that may also preserve respect for individuals’ integrity.
|
|
| 34. |
- Franck, Olof, 1958
(författare)
-
Challenging the Teaching of Global Ethical Unity: Religious Ethical Claims as Democratic Iterations within Sustainability Didactics
- 2017
-
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.
-
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.
|
|
| 35. |
- Franck, Olof, 1958
(författare)
-
Challenging the Teaching of Global Ethical Unity: Religious Ethical Claims as Democratic Iterations within Sustainability Didactics
- 2017
-
Ingår i: Journal of Education for Sustainable Development. - : SAGE Publications. - 0973-4082 .- 0973-4074. ; 11:1, s. 1-13
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to highlight the role of religiously motivated ethics within the field of sustainability didactics. The article starts with critical reflections on 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. 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 (religious education) 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.
|
|
| 36. |
- Franck, Olof, 1958
(författare)
-
Comparative analyses of conceptions of ethical competence with special regard to Nordic syllabuses. International Seminar on Religious Education and Values (ISREV), Session XX, 31st of July to 5th of August, University of St Mary on the Lake, Chicago. Symposium 4 Ethical competences - comparisons between a few countries: Olof Franck, Karin Sporre
- 2016
-
Ingår i: International Seminar on Religious Education and Values, Session XX July - August 2016. Values, Human Rights and Education Sunday 31st of July to Friday 5th August 2016. Conference booklet..
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the first of these papers is to present a comparative study regarding how the concept of ethical competence is expressed and elaborated in Nordic curricula and, specifically, in Nordic syllabuses for RE. The paper starts with a review of an interpretive analysis of conceptions of ethical competence in the Swedish syllabus for RE in compulsory school, where five “abilities” relevant to an understanding of the concept in question are found to be implied, for example the ability to analyze ethical issues, and to reason by using ethical concepts. This review constitutes the starting point for a comparative examination of correspondent conceptions of ethical competence in the syllabuses for RE in the other Nordic countries with a specific focus on the Finnish and the Icelandic ones. The reason for choosing this focus is that both these syllabuses include formulations which seem to imply dimensions of ethical competence, that seem to be lacking in the RE syllabuses in Sweden, but also in Norway and in Denmark. What is at stake here is particularly dimensions of action competence: while ethical competence, not least in the Swedish RE syllabus, seems to be elaborated in more or less theoretical terms, the elaborations of the concept in the Finnish and the Icelandic ones seem to allow for the involvement of moral engagement and personal action. This in turn raises the issue of how the teaching of ethics is presented in the policy documents in question: as, for example, values education or character education respectively.
|
|
| 37. |
- Franck, Olof, 1958, et al.
(författare)
-
Constructing national tests in Religious Education: challenges concerning assessment and evaluation in relation to knowledge requirements applied to ethics and religious traditions.
- 2013
-
Ingår i: The 14th Annual AEA-Europe Conference Association for Educational Assessment - Europé Sorbonne, Paris 7 - 9 November 2013.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the autumn of 2011 a new curriculum for compulsory school, that is grades 1 – 9, was introduced in Sweden. The syllabuses of all subjects were given a uniform structure where two parts in particular have become objects for discussion. 1. The core content of the syllabus presents the content which obligatorily must be highlighted during the course in question. The teacher is free to decide in which order the various parts of this content are going to be treated and how comprehensive the treatment of these parts is going to be. There is however a requirement that the education lays a foundation for a fair and substantial application of the prescribed knowledge requirements that constitute the criteria for the different marks. 2. These knowledge requirements are structured around a new marking scale where the best mark is A, the lowest approved mark is E (“pass”) while the weakest is F (“fail”). This scale has been designed in order to correspond to the core contents of the different school subjects. For more than 40 years, the subject of Religious Education (“religionskunskap”) has been a mandatory, non-confessional subject in the Swedish compulsory schools. According to the 2011 syllabus for compulsory school, the teaching in Religious Education “should essentially give pupils the opportunities to develop their ability to: • analyse Christianity, other religions and other outlooks on life, as well as different interpretations and use of these, • analyse how religions affect and are affected by conditions and events in society, • reflect over life issues and their own and other’s identity, • reason and discuss moral issues and values based on ethical concepts and models, and • search for information about religions and other outlooks on life and evaluate the relevance and credibility of sources.” (Lgr11 p 176f) The development of the national tests in Religious Education has to be anchored in these prescriptions concerning the teaching in the subject. At the same time it is worth noting, that the themes and the questions which are to be in focus for the tests are going to mirror and express the core contents and the knowledge requirements of the courses.
|
|
| 38. |
- Franck, Olof, 1958
(författare)
-
Critical dimensions of ethical competence in intercultural religious education: An analysis with special regard to three Scandinavian curricular arenas
- 2020
-
Ingår i: HTS Teologiese Studies/Theological Studies. - : AOSIS. - 0259-9422 .- 2072-8050. ; 76:1
-
Tidskriftsartikel (refereegranskat)abstract
- The central theme in the discussion of how education about religion can, and should, be developed in pluralistic societies concerns challenges and opportunities involving intercultural religious education (RE). One example is Robert Jackson’s report Signposts, commissioned by the Council of Europe, in which various aspects of intercultural competence are captured and made visible regarding a religious didactic context. Here, different dimensions of what can be described as ‘ethical competence’ appear to be central. In this article, the interpretive approach, strongly connected with Jackson, is considered to be in need of a development of a theoretical framing of forceful strategies for handling ethical challenges taking place in multicultural, multireligious and multi-confessional classrooms. It is argued that such strategies will depend on a careful analysis of the concept of ethical competence. A theoretical platform for the argument is presented with reference to James Rest’s analysis of ethical competence, which is shown to be relevant to an examination of how the concept of ethical competence can contribute to the development of strategies for teaching intercultural RE. As a basis for this examination, the Danish, Finnish and Norwegian syllabuses for compulsory school RE are analysed regarding how they express conceptions of ethical competence. This selection shaped the curricular arena of the investigation as being non-confessional, whilst simultaneously, more or less explicitly, resting on a shared historical Protestant anchorage. This twofold interpretation is shown to allow for an analysis of ethical competence, in relation to which an identification of certain prerequisites for developing strategies for teaching intercultural RE is possible.
|
|
| 39. |
- Franck, Olof, 1958
(författare)
-
Critical religious education: highlighting religious truth-claims in non-confessional educational contexts
- 2015
-
Ingår i: British Journal of Religious Education. - : Informa UK Limited. - 0141-6200 .- 1740-7931. ; 37:3, s. 225-239
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, a religious education, which combines a respect for relevant critical demands, when analysing religious truth-claims, and a sensitivity to the need to avoid unwarranted criteriological constraints in the analysing process, is examined. Starting with an analytical comment upon Andrew Wright’s critical realist approach in terms of a ‘pursuit of truth’, the question of how to motivate epistemological analyses within religious education is raised and discussed with reference to three relevant sceptical arguments. These arguments are made objects of critical comments, and an illustration of pedagogical and methodological consequences is presented with reference to the new syllabuses for religious education in Sweden. Finally, a constructive re-interpretation of Wright’s approach is elaborated, and a critical position in relation to it is outlined.
|
|
| 40. |
- Franck, Olof, 1958
(författare)
-
Critical religious education: highlighting religious truth-claims in non-confessional educational contexts
- 2016
-
Ingår i: A, J. & Barnes, L. P (eds): Education and Religion. Major themes in education, Vol. III, Religion, Diversity and Education, London and New York: Routledge. Reprinted from British Journal of Religious Education, 2015, 37, 3, 225 - 239.. - London and New York : Routledge. - 9781138827790 ; , s. 227-240
-
Bokkapitel (refereegranskat)abstract
- In this article, a religious education, which combines a respect for relevant critical demands, when analysing religious truth-claims, and a sensitivity to the need to avoid unwarranted criteriological constraints in the analysing process, is examined. Starting with an analytical comment upon Andrew Wright’s critical realist approach in terms of a ‘pursuit of truth’, the question of how to motivate epistemological analyses within religious education is raised and discussed with reference to three relevant sceptical arguments. These arguments are made objects of critical comments, and an illustration of pedagogical and methodological consequences is presented with reference to the new syllabuses for religious education in Sweden. Finally, a constructive re-interpretation of Wright’s approach is elaborated, and a critical position in relation to it is outlined.
|
|
| 41. |
- Franck, Olof, 1958, et al.
(författare)
-
Democratic and Inclusive Religious Education in the Secular State – The Case of Sweden
- 2023
-
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 ; , s. 217-232
-
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.
|
|
| 42. |
- Franck, Olof, 1958
(författare)
-
Democratic Education on Religion and Ethics in Islamic Religious Education Contexts
- 2021
-
Ingår i: Islamic Religious Education in Europe. A Comparative Study. Franken, L. & Gent, B. (eds). - New York : Routledge. - 9780367353759 ; , s. 264-267
-
Bokkapitel (refereegranskat)abstract
- This chapter elaborates on the prerequisites for carrying out critical analyses of religious ethical claims within education about Islam. The discourse highlighted is non-confessional RE, where religions are studied with the aim that students may develop knowledge about beliefs, ethics, and life-views, without an intention to decide which truth claims or ethical claims could be justified. Argumentation is encouraged in non-confessional RE, but with an aim of offering students a reflective platform for being more literate about the religions highlighted, rather than declaring an authoritative conclusion on which of them could be judged “more/less true” or “more/less reasonable”. This is the essence of intercultural, democratic RE. The discussion is developed with reference to issues regarding, for example, pluralistic conceptions of Islam, democratic ideals and praxis in Islam, and a democratic right for students to be intellectually challenged.
|
|
| 43. |
|
|
| 44. |
- Franck, Olof, 1958, et al.
(författare)
-
Editorial 2018:3
- 2018
-
Ingår i: Nordidactica - Journal of Humanities and Social Science Education. - 2000-9879. ; 2018:3
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 45. |
- Franck, Olof, 1958, et al.
(författare)
-
Editorial 2018:4
- 2018
-
Ingår i: Nordidactica - Journal of Humanities and Social Science Education. - 2000-9879. ; :4
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 46. |
- Franck, Olof, 1958
(författare)
-
Editorial Nordidactica 2017:4
- 2017
-
Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2017:4, s. i-ii
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 47. |
- Franck, Olof, 1958, et al.
(författare)
-
Editorial Nordidactica 2018:2
- 2018
-
Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2018:2, s. i-ii
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 48. |
- Franck, Olof, 1958
(författare)
-
"Educational ethics and the concept of ethical literacy. An inquiry of the representation of ethics in some textbooks with regard to the new syllabus for the subject of religion in compulsory school (Lgr 11) in Sweden".
- 2013
-
Ingår i: Mitt konferensbidrag till NERA:s konferens i Reykjavik 7 - 10/3 2013 på temat Disruptions and eruptions as opportunities for transforming education.
-
Konferensbidrag (refereegranskat)abstract
- Abstract – Paper Proposal Title Educational ethics and the concept of ethical literacy. An inquiry of the representation of ethics in some textbooks with regard to the new syllabus for the subject of religion in compulsory school (Lgr11) in Sweden Author Olof Franck, Senior lecturer. Expert in the Swedish National Agency´s work with developing new syllabuses for the subject of religion in the school reforms Lgr11 and Gy11. Research topic / aim Which representations of ethics is produced and reproduced in the textbooks published to be used within the teaching in accordance with the new syllabus for the subject of religion in compulsory school? The aim of the study is to inquire how to interpret the representations of ethics in the textbooks chosen with regard to the concept of ethical literacy. Theoretical and methodology framework The concept of ethical literacy is analyzed with regard to some approaches in normative ethics, and with reference to some interpretations of the concepts of critical and religious literacy, respectively. The conclusions from this analysis will pave the way for identifying some possible interpretations of the concept of ethical literacy, which will be applied to the representations of ethics in the chosen textbooks. (Expected) conclusions / findings The inquiry is intended to generate conclusions relevant to an analysis of what kind of representations of ethics there is to be found in textbooks used in present education in religion. Relevance to Nordic Education Research Given the role textbooks often play in educational practice, it seems important to investigate how to interpret their representations of ethics, especially since moral issues are included in the core content and the knowledge requirements in the new syllabus of religion. Attachment to NERA-network and/or symposium The inquiry will generate a foundation for interpreting certain parts of educational ethics, for example with reference to phronesian premises and perspectives. It seems as an appealing opportunity to get the analysis dealt with in the Nordic Society for Philosophy of Education.
|
|
| 49. |
- Franck, Olof, 1958
(författare)
-
Emancipatory Religious Education. Developing a Stategy for Existential-Transcendental Analyses in Non-Confessional Contexts of Religious Education
- 2015
-
Ingår i: Pantheon. Journal for the Study of Religions. - 1803-2443. ; 9 (2014):2, s. 3-20
-
Tidskriftsartikel (refereegranskat)abstract
- When a new curriculum for compulsory school in Sweden started to run in 2011, some critical arguments were formulated against the wording of the syllabus for the subject of religion. The strict core content and the demanding knowledge requirements seemed to the critics to signal that religion is a matter-of-fact subject where what is to count as knowledge is what may be judged either factually true or factually false. This criticism may be stated to rest upon a too narrow interpretation of the syllabus, but it raises an important question concerning how to define the concept of religious literacy within contexts of non-confessional religious education. In this article the need for various interpretations of this concept is emphasized. Non-confessional religious education may be developed with regard to diverse substantial areas and along various methodological strands. In this article such a development is penetrated from alternative angles and the concept of religious literacy is, consequently, made the object of a pluralistic analysis.
|
|
| 50. |
|
|
