| 1. |
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| 2. |
- Buchardt, Mette, 1969, et al.
(författare)
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Epistemologies of Religious Education – Examples from Denmark, Finland, Norway and Sweden
- 2015
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Ingår i: The 13th Nordic Conference on Religious Education, Tartu, Estonia, 15-18 June.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- “Epistemologies of Religious Education – Examples from Denmark, Finland, Norway and Sweden” General subject didactics in the Nordic countries has developed in relation to teacher education and the need to bring questions about teaching and learning closer to specific subject‐content areas. The discussions started at slightly different times in the different countries, for instance in the 1970s in Norway and in the 1980s in Sweden (Kroksmark, 1989; Ongstad, 2006). However, at that time religious education was already an academic field in the faculties of theology in many of the Nordic countries, namely as religionspedagogik[k](e.g. Osbeck & Lied, 2012). Since then the development of RE and its current position have been rather different in the separate countries, but also the conditions within the same country have varied largely. The aim of this symposium is to examine different conditions for knowledge re/production concerning Religious Education in the Nordic countries and discuss how disciplines work as frames for ongoing developments of knowledge, primarily research contributions. There are several academic disciplines related to RE, and an interesting question is of course how these scholarly communities influence RE. What consequences does it have for the contribution of knowledge – e.g. for research questions asked, examined and answered – if the study is done in history of religion, comparative religion, sociology of religion, theology, pedagogy of religion in a faculty of theology, sociology, communication studies, or psychology or in the educational sciences, and thus in e.g. sociology, history, psychology or philosophy of education? What does it mean for the discussion of quality in the field and the direction of the development that the research area is that varied? And how does that affect the applied didactics of religion? The presentation will draw on current examples from Denmark, Finland, Norway and Sweden and be discussed in relation to different theories of re/construction of knowledge.
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| 3. |
- Lilja, Annika, et al.
(författare)
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Barns existentiella frågor idag - och för 50 år sedan
- 2020
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Ingår i: Existentiella frågor i barns och ungas liv. - Malmö : Föreningen lärare i religionskunskap (FLR). ; , s. 29-39
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I texten presenteras forskningsprojektet Barn och läroplan. Existentiella frågor och skolans svar. I projektet besvarar barn i årskurs 5 i 10 skolklasser frågor om vad de funderar över. Samma frågor har riktats till barn från och med sent 1960-tal fram till och med 2000-talets början. I den publicerade texten ges exempel på den forskningsmetodik som använts och några jämförande exempel ges med barns svar idag och för 50 år sedan. Exemplen utgör några första mycket preliminära analyser. I forskningsprojektet ingår tillika läroplansanalyser och lärarintervjuer i ett studium av didaktiska förhållningssätt till barns frågor.
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| 4. |
- Dalevi, Sören, et al.
(författare)
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Kyrkopedagogik i Munkfors : En utvärdering av ett samarbetsprojekt skola-kyrka
- 2012
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Svenska kyrkor och kyrkogårdar bär ofta på ett unikt arv av bygdens kulturella och religiösa historia. Men frågan är om och i så fall hur svenska skolelever kan tillgodogöra sig kyrkorum?Under åren 2009 till 2011 arbetade Thomas Pfitzinger-Drewes och ett arbetslag i Svenska kyrkan, Munkfors församling i Värmland, med att inhämta kunskap om och omsätta den tyska kyrkopedagogiska metoden till svenska förhållanden. De arbetade kontinuerligt i nära samarbete med skolor i Munkfors kommun. Kyrkopedagogikens målsättning är att ge människor möjlighet att få en relation till och förståelse av kyrkorummet utan att för den skull behöva bekänna sig till någon tro. I den här boken beskriver Sören Dalevi och Christina Osbeck hur framförallt elever på de skolor som deltog upplevde dessa kyrkopedagogiska visningar men också lärares och skolledares perspektiv synliggörs.I ett avslutande kapitel diskuteras projektet i relation till den svenska skolans läroplan. Erfarenheterna från projektet, exempelvis om förarbetets betydelse för deltagarnas upplevelse, är intressanta att uppmärksamma både då det gäller studiebesöksmetodik generellt och för skolans relation till andra trossamfund.
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| 5. |
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Didactic classroom studies - A potential research direction.
- 2018
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Genom konkreta studier som sätter klassrumsarbetet i fokus visar en grupp didaktikforskare vid Göteborgs universitet hur klassrummets händelser och möjligheter ramas in av givna förutsättningar och på så sätt får olika didaktiska konsekvenser för undervisning och lärande i olika ämnen. I sina texter undersöker skribenterna klassrummens karaktär på olika utbildningsnivåer och i skiftande ämnen såsom matematik, svenska, samhälls- och naturvetenskap samt hem- och konsumentkunskap. Redaktörerna diskuterar och analyserar betydelsen av klassrumsstudier i ett övergripande och framåtsyftande kapitel där de skissar denna orientering som en möjlig forskningsinriktning. Bokens innehåll sätts även i ett internationellt och historiskt sammanhang. Författarna i Didactic classroom studies har ambitionen att på ett praktiknära sätt visa på styrkan i klassrumsstudiernas bidrag till didaktisk forskning. Samtidigt vill de med utgångspunkt i sitt empiriska material bidra till en vidare utveckling av just didaktiska klassrumsstudier som forskningsinriktning.
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| 6. |
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Ethical Literacies and Education for Sustainable Development Young People, Subjectivity and Democratic Participation
- 2017
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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.
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| 7. |
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| 8. |
- Franck, Olof, 1958, et al.
(författare)
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Challenging the concept of ethical literacy for sustainable development (ESD): Storytelling as a method within sustainability didactics
- 2015
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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.
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| 9. |
- Franck, Olof, 1958, et al.
(författare)
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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.
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| 10. |
- 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.
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| 11. |
- Franck, Olof, 1958, et al.
(författare)
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Editorial 2018:3
- 2018
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Ingår i: Nordidactica - Journal of Humanities and Social Science Education. - 2000-9879. ; 2018:3
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 12. |
- Franck, Olof, 1958, et al.
(författare)
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Editorial 2018:4
- 2018
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Ingår i: Nordidactica - Journal of Humanities and Social Science Education. - 2000-9879. ; :4
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 13. |
- Franck, Olof, 1958
(författare)
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Editorial Nordidactica 2017:4
- 2017
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2017:4, s. i-ii
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 14. |
- Franck, Olof, 1958, et al.
(författare)
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Editorial Nordidactica 2018:2
- 2018
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2018:2, s. i-ii
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 15. |
- Franck, Olof, 1958, et al.
(författare)
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Inledning
- 2023
-
Ingår i: Franck, O., Osbeck, C. & von Brömssen, K. (red), Religioner, livsåskådningar och etik: För lärare 4-9 och gymnasiet. - Malmö : Gleerups. - 9789151109169 ; , s. 13-16
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 16. |
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| 17. |
- Franck, Olof, 1958, et al.
(författare)
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Preface
- 2017
-
Ingår i: Franck, O., & Osbeck, C. (Eds.). Ethical Literacies and Education for Sustainable Development: Young People, Subjectivity and Democratic Participation. - London : Palgrave Macmillan. - 9783319490090
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 18. |
- Franck, Olof, 1958, et al.
(författare)
-
Religioner, livsåskådningar och etik. För lärare årskurs 4 - 6 (red)
- 2016
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att undervisa i ämnet religionskunskap är både spännande och roligt. Det är ett ämne där lärare och elever kan mötas i samtal om tro, mening, rätt och orätt, gott och ont. Det är också ett ämne där elevers erfarenheter är viktiga att ta vara på. Alla människor funderar över etiska och existentiella frågor och för religionskunskapsundervisningen utgör de en nödvändig grund. Samtidigt finns i nuvarande kursplan ett centralt innehåll för undervisningen, samt kunskapskrav utifrån vilka elevers ämneskunskaper ska bedömas. Detta ställer krav på en strukturerad, vederhäftig och klok undervisning. Det centrala innehållets rubriker i kursplanen är inte förhandlingsbara, men lärare har frihet att planera och genomföra sin undervisning på olika sätt. Det är en frihet som är viktig att ta vara på. Samtidigt ställer denna frihet krav på att man som lärare är påläst och försöker följa vad som händer i aktuell debatt och forskning. Den här boken är tänkt att vara en källa till att utveckla de ämnesteoretiska kunskaperna i religionskunskap. Boken är uppbyggd kring de fyra delarna i det centrala innehållet: Religioner och andra livsåskådningar, Religion och samhälle, Identitet och livsfrågor och Etik. Författarna är alla ämnesteoretiker, verksamma i högskole- och universitetsutbildning och forskning. Genom att presentera sina ämnesteoretiska perspektiv på hur det centrala innehållet kan uppfattas, vilka frågor som kan vara viktiga att uppmärksamma och vilka forskningsperspektiv som kan bidra till en djupare och mer dynamisk förståelse, ger de en grund för hur man som lärare kan utveckla sina ämneskunskaper.
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| 19. |
- Franck, Olof, 1958, et al.
(författare)
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Teaching and learning Ethics at intermediate stage in Sweden
- 2014
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Ingår i: Nationell Ämnesdidaktisk konferens (NÄD) i Göteborg den 9 -11 april.
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Konferensbidrag (refereegranskat)abstract
- This paper reports findings from two research projects in Religious Education (RE), one ethnographic study in three Swedish school classes in grade six and one textbook study focussing on intermediate stage. Previous research indicates that ethics is one of the areas that attend least attention in RE. The reasons for this we do not know. The character of teaching, teaching tools and pupil responses in ethics at intermediate stage is almost not researched. This paper starts by discussing important ethical competences of tweens. The Swedish syllabus of RE is here related to other European syllabuses and to ethical perspectives and theories. On this base we report findings from the ethnographical study, and its questionnaire with one larger ethical task given to the pupils in the beginning of the academic year as well as in the end of the second term. Skills which seem to be present to lesser and larger degree are accounted. Perspectives that seem to be more present in the end of the academic year - which could have been developed during the academic year - are emphasised. In relation to these findings we pay attention to available and absent perspectives in some textbooks and some lessons in ethics. The paper is ended with an overarching discussion about to which degree the current perspectives of the pupils can be related to offered and absent perspectives of the textbooks and the lessons. What kind of offer of meaning, in the field of ethics, would the pupils need in order to develop such an ethical competence that the questionnaires indicate as present in a lesser degree? This question may also be seen as relevant to research concerning challenges related to an education for sustainable development.
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| 20. |
- Franck, Olof, 1958, et al.
(författare)
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Teaching and learning in Ethics at Intermediate Stage in Sweden
- 2014
-
Ingår i: Konferensbidrag. ECER 1 - 5 september 2014 i Porto. "The Past, Present and Future of Educational Research in Europe"..
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Teaching and learning Ethics at intermediate stage in Sweden This paper reports findings from two research projects in Religious Education (RE), one ethnographic study in three Swedish school classes in grade six and one textbook study focussing on intermediate stage. Previous research indicates that ethics is one of the areas that attend least attention in RE. The reasons for this we do not know. The character of teaching, teaching tools and pupil responses in ethics at intermediate stage is almost not researched. This paper starts by discussing important ethical competences of tweens. The Swedish syllabus of RE is here related to other European syllabuses and to ethical perspectives and theories. On this base we report findings from the ethnographical study, and its questionnaire with one larger ethical task given to the pupils in the beginning of the academic year as well as in the end of the second term. Skills which seem to be present to lesser and larger degree are accounted. Perspectives that seem to be more present in the end of the academic year – which could have been developed during the academic year – are emphasised. In relation to these findings we pay attention to available and absent perspectives in some textbooks and some lessons in ethics. The paper is ended with an overarching discussion about to which degree the current perspectives of the pupils can be related to offered and absent perspectives of the textbooks and the lessons. What kind of offer of meaning, in the field of ethics, would the pupils need in order to develop such an ethical competence that the questionnaires indicate as present in a lesser degree? This question may also be seen as relevant to research concerning challenges related to an education for sustainable development. In the first project three Swedish school classes in grade 6 have been followed for one academic year, autumn 2011until spring 2012. The three classes have been located in different schools and housing areas and the focus of the observations has been “social studies” – a knowledge area which includes history, geography, civics, and religious education. The main interest, however, has been RE. Besides observations the field work has included interviews with teachers and pupils as well as collection of material used and produced in the classroom practices. The study has also included a sort of “pre test-post test design” where the same questionnaires focusing central themes in the curriculum of RE in Sweden have been used. The overarching aim of the project is to describe changes and developments in expressed perspectives of the pupils in relation to teaching and potential learning during lessons, i.e. collectively constructed meaning. In the second project, textbooks in RE for grades 4 – 6 and 7 – 9, respectively, is analyzed with a focus on how the wordings in the new curriculum, falling under the heads of core content and knowledge requirements, are treated and highlighted within relevant parts. Ethics in RE in Sweden includes teaching about ethical concepts and theoretically founded perspectives as well as specific questions concerning normative arguments and virtue ethical reasoning. The overarching aim of this project is to map some details and, perhaps, patterns regarding how ethical issues, anchored in the new curriculum and its syllabus for RE, are presented and elucidated in textbooks used within RE. Both projects may give important contributions to common research regarding ethics education for grades 4 – 6 in Swedish RE. The ethnographic study and the intertextual study both highlight important dimensions with possible relevance also in relation to a diskcussion concerning ethics education in general.
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| 21. |
- 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
-
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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| 22. |
- FranzénJohnson, Anna, 1975, et al.
(författare)
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Discourses onreligion inresearch thatfocuses onstudents’ perspectives
- 2024
-
Ingår i: Journal of Religious Education. - 1442-018X.
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, the aim is twofold: firstly, to explore, through a systematic literature review, what discourses on religion may be identified in previous research that focuses on students’ perspectives, and secondly, to discuss this in relation to reseocrarch concerning challenges and opportunities in Scandinavian religious education (RE) and classroom negotiations, which is presented as a background to and scientific landscape for the study. Seven dis-courses relating to students’ understanding of religionhave been identified in the text sam-ple from the systematic review, religion as: threatening, a relic, needing to be tolerated, truth claims, plastic, a source of existential curiosity,and security and comfort. The find-ings show how these discourses together constitute a broader repertoire of discourses on religion than can be found in the Scandinavian RE classroom research presented as a frame for the study, especially when taking into account current orders of discourse and domi-nance structures. As stressed by discourse theory and sociocultural perspectives on learn-ing, having access to broad repertoires of discourses on religion provides a basis for more nuanced ways of thinking about religion. It is vital that teachers are aware of this and can challenge dominant discourses and broaden existing repertoires. An important step in such a direction is an awareness of discourses on religion, such as the seven presented here, which may potentially be present in the classroom, even in practices other than the ones these discourses emanated from.
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| 23. |
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| 24. |
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| 25. |
- Larsson, Bengt, 1966-, et al.
(författare)
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Bringing environmentalism home : Children’s influence on family consumption in the Nordic countries and beyond
- 2010
-
Ingår i: Childhood. - : Sage Publications. - 0907-5682 .- 1461-7013. ; 17:1, s. 129-147
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses children as contributors to sustainable ecological development. The aim of the article is to develop a framework for researching two questions: What are the prerequisites for children to become responsible environmentalists? What actual and potential influence do children have on their family’s consumption? Three theoretical perspectives are elaborated in relation to relevant empirical research: children as cosmopolitan actors and world citizens, children as ‘subjects of responsibilization’ in relation to the discourse on sustainable development and children as actors influencing family negotiations about consumption. The article concludes by suggesting methodological implications that follow from this framework.
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| 26. |
- Lilja, Annika, 1963, et al.
(författare)
-
Barns existentiell frågor idag - och för 50 år sedan
- 2020
-
Ingår i: Årsbok 2020. Föreningen lärare i religionskunskap.. - Lomma : Föreningen Lärare i religionskunskap (FLR). ; , s. 29-39
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 27. |
- 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
-
Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575.
-
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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| 28. |
- 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
-
Ingår i: Education 3-13. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 46:5, s. 506-516
-
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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| 29. |
- Lilja, Annika, 1963, et al.
(författare)
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Etikundervisning och en mångdimensionell etisk kompetens
- 2023
-
Ingår i: Etik, berättelser och samtal: att använda skönlitteratur i etikundervisning. - Lund : Gleerups. - 9789151107547 ; , s. 41-54
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I kapitlet presenteras inledningsvis några typer av etikundervisning som vilar på olika etiska teorier och som därför har olika mål. Delar av dessa olika typer av etikundervisning finns också representerade i den svenska läroplanen. Därefter utvecklas det perspektiv som tas vidare i boken, nämligen vad en mångdimensionell etisk kompetens kan innebära enligt elever och lärare.
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| 30. |
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| 31. |
- 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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| 32. |
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| 33. |
- Lilja, Annika, 1963, et al.
(författare)
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Understanding, acting, verbalizing and persevering - Swedish teachers' perspectives on important ethical competences for students
- 2020
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Ingår i: Journal of Moral Education. - : Informa UK Limited. - 0305-7240 .- 1465-3877. ; 49:4, s. 512-528
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Tidskriftsartikel (refereegranskat)abstract
- The delicate question of teaching ethics in compulsory school regained urgency in Sweden in 2013 when national tests were introduced in religious education, of which ethics is a part. In this article, a variety of ethical competences that teachers want their students to develop are presented, based on group interviews with 46 teachers. Grounded theory analyses show four main categories of ethical competence—to understand, to act, to verbalize and to persevere—which furthermore differ in what they are being directed towards. In addition, the categories are interpreted in relation to the ethical voices of Benhabib, Nussbaum, Løgstrup and Singer. The study shows that teachers view ethical competence as a combination of specific competences and certain directions that these competences work in defence of, indicating a broader perspective than the one shown in the national syllabus, which in turn supports previous research emphasizing teachers’ nuanced understanding of ethical concepts.
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| 34. |
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| 35. |
- Lilliestam, Anna-Lena, 1952, et al.
(författare)
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Lågstadielärare talar om sin undervisning i de samhällsorienterande ämnena
- 2020
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Ingår i: Nordidactica. - 2000-9879. ; 10:2, s. 48-72
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln beskriver en intervjustudie med tretton legitimerade och erfarna lågstadielärare om deras undervisning i de samhällsorienterande ämnena. Ett centralt tema är spänningen mellan dessa ämnens kognitiva ämnesinnehåll och de fostrande aspekterna och hur lärarna balanserar mellan dessa poler. Några lärare beskriver ett stort arbete med kunskapsinnehållet i geografi, historia, religionskunskap och samhällskunskap, medan andra förnekar att det finns något kunskapsinnehåll i ämnena alls, utan menar att det enbart är fostran och socialisation. De lärare som har en majoritet elever med utländsk bakgrund beskriver ett arbete med att främja "svenska" värden av jämställdhet och tolerans mellan olika grupper. Materialet undersöks också med fokus på svenska skolans selektiva traditioner. Delvis i kontrast mot styrdokumentens intentioner framträder en klassisk bildningstradition och progressivistiska idéer om vikten att utgå från elevernas erfarenhetsvärld.
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| 36. |
- Lyngfelt, Anna, 1965, et al.
(författare)
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Bridging ‘as is’ and ‘as if’ by reading fiction in ethics education
- 2023
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Ingår i: Cambridge Journal of Education. - 0305-764X .- 1469-3577. ; 53:1, s. 63-77
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Tidskriftsartikel (refereegranskat)abstract
- The overarching aim is to explore what teachers perceive as the opportunities provided by using literature in ethics education in compulsory school. When being interviewed, in what ways do the teachers express views on the potential of fiction to encourage students to accept certain human conditions as imaginable, or to create motivation for ethical change, by means of the capacity of fiction to evoke feelings? Also, in what ways do the teachers interviewed consider fiction to be useful for evoking thoughts about how something could have turned out, in situations that are morally complex? What makes compassion grow within human beings are linked in this article to the concepts as is and as if in play research (cf). Analytical tools are developed and used to explain how, and why, the use of literature is suitable for work with ethics in compulsory school.
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| 37. |
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| 38. |
- 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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| 39. |
- Osbeck, Christina, 1969, et al.
(författare)
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An introduction to didactic classroom studies
- 2018
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Ingår i: Didactic classroom studies - A potential research direction. - Lund : Kriterium/ Nordic Academic Press. - 2002-2131. - 9789188661456 ; , s. 9-20
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Bokkapitel (refereegranskat)
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| 40. |
- Osbeck, Christina, 1969
(författare)
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Appropriating Language of ”Being in the World” – Teaching and Learning in RE for 12-year-old Children in Sweden
- 2014
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Ingår i: Workshop on Social Studies in Practice, Karlstad 15-16 December.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Workshop on Social Studies in Practice, Karlstad University December 15-16, 2014 Day 1, 15 December Since 2010 CSD has funded a project called SAMSTUD where teaching and learning in the four subjects civics, geography, history and religious education in upper primary school have been in focus. Now is the time to highlight some of the more important results of the project. The first day of the workshop will centre on discussions of the different subprojects within the SAMSTUD-project in order to highlight possible comparative aspects. What are the main results of the projects and what can be learned from the SAMSTUD-project? Day 2, 16 December On the second day, the idea is to put the SAMSTUD-project in a Nordic and American context and to discuss more general trends of research in the field of Social Studies and Social Study subjects in upper primary school. The issues of disciplinary and inter-disciplinary perspectives on teaching and learning in Social Studies are of special interest.
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| 41. |
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| 42. |
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| 43. |
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| 44. |
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| 45. |
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| 46. |
- Osbeck, Christina, 1969, et al.
(författare)
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Challenges of Assessment in Ethics – Teachers’ reflections when assessing National Tests
- 2015
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Ingår i: EDUCARE – Vetenskapliga skrifter. - 1653-1868. ; 2015:2, s. 19-47
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to identify and discuss challenges in assessing pupils’ knowledge in Ethics. The background of the study is the development of the knowledge field Ethics, a part of Religious Education (RE) in Sweden which in the sixties went from being a Christian school subject to a pluralistic and non-confessional one. The knowledge field Ethics is, in this school context, marked by vagueness, due partly to its indistinct frames and partly to a duality in the aims represented in the directives of the curriculum. Methodologically, data was produced through a think-aloud study where six teachers assessed pupil-responses in Ethics within the National Test for RE. The teachers’ ongoing assessments were audio recorded, transcribed and analysed in a qualitative text analysis that focused on different kinds of challenges that the teachers experienced. Since this kind of study has not been conducted before, the analyses were explorative and, rather than being theory guided, were guided by the aim and the research question of the study. The findings show three groups of challenges related to the assessment processes. The first group of challenges concerns interpretations of the assessment instructions, the second regards competing ideas about what students should be given credit for during assessment in Ethics and the third is about being positioned between the pupils’ need for good grades and the task of differentiating between students. The discussion distinguishes between general challenges in assessment and challenges related to Ethics and its partly unclear character in the RE school context. In such a situation when the construction of a knowledge field is vague, the influence of national tests can be assumed to be considerable and the need for research regarding different conceptions of ethical competence is therefore urgent.
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| 47. |
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| 48. |
- Osbeck, Christina, 1969, et al.
(författare)
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Children’s existential questions and worldviews : possible RE responses to performance anxiety and an increasing risk of exclusion
- 2024
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Ingår i: Journal of Religious Education. - : Springer Nature. - 1442-018X .- 2199-4625. ; 72, s. 51-72
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to examine patterns in Swedish children’s existential questions andworldviews in 2020 in relation to patterns from 1970 and 1987, but also to point towards afurther discussion of importance, about possible RE responses to these findings. The material,children’s texts, comes both from studies conducted by Sven Hartman and colleaguesin the 1970s and 1980s, and from new empirical studies. The children’s responses are collectedaccording to the same method, sentence completion tasks, in both cases. Theoretically,the article is anchored in both the tradition of Swedish worldview studies and thenew international interest in these perspectives for religious education. Existential questionsand worldviews are seen as interdependent in human beings’ life interpretations,which are continuously developing and are both sociocultural and existential in nature. Theempirical findings show a strong and increasing focus on relationships, but also a recurrentfocus on achievements, which relates to school as context and community. In relationto these findings, the article stresses the importance of RE responses, and discusses concretelywhat such responses might advantageously include. Among other things, the importanceis stressed of an RE that offers the student greater awareness of her life interpretations,and encourages her to develop broader repertoires of frameworks, through which thestudent might have a better chance to be the author of her own life, which is inevitably acollectively shared life.
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| 49. |
- Osbeck, Christina, 1969
(författare)
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Closing remarks
- 2017
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Ingår i: Franck, O., & Osbeck, C. (Eds.). Ethical Literacies and Education for Sustainable Development: Young People, Subjectivity and Democratic Participation. - London : Palgrave Macmillan. - 9783319490090
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 50. |
- Osbeck, Christina, 1969
(författare)
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Conditions for Teaching and Learning in Religious Education (RE) : Perspectives of Teachers and Pupils at the Beginning of the 6th Grade in Sweden
- 2014
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2014:2, s. 76-96
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Tidskriftsartikel (refereegranskat)abstract
- In this article empirical findings from interviews with teachers of three classes of 12-year-old pupils are presented, together with questionnaire-responses from these 54 pupils. The interviews focus on teaching aims for Religious Education (RE), a subject that in Sweden, besides dealing with religion, also explores other kinds of beliefs, ethics and life questions. In the questionnaire the pupils are asked to solve four RE tasks with content that is central from a Swedish curriculum perspective. The research involves pupils at the beginning of the sixth grade and the purpose of this article is to look at the teachers’ aims and the pupils’ responses, and consider what these may indicate about conditions for teaching and learning RE in these classes. The findings show that the perspectives of the pupils at the beginning of the sixth grade seem to be rather far from the expectations of the RE syllabus. The pupils’ statements are rather vague with regard to religion as a phenomenon and there are few examples of pupils interpreting religious symbols in a way that is useful in further analysis. While existential and ethical plots, messages and point of views are comparatively easy to describe, it is harder to express multiple perspectives, reasons, comparisons and questions. A problem for the teachers in developing the perspectives of their pupils is that they find it hard to say what kind of general difficulties pupils have in RE, a fact that makes it hard to direct the teaching. Another challenge is that the teachers’ RE-aims are rather overarching and primarily related to fostering fundamental values. What improves the conditions for teaching and learning is the teachers’ concern for the pupils and their relationships with the teacher and with each other, a factor which is of vital importance for learning and which can also be used as a specific teaching method in subject matter education.
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