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Etik, berättelser och samtal. Att använda skönlitteratur i etikundervisning
- 2023
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Editorial collection (other academic/artistic)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.
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- Franck, Olof, 1958
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Critical dimensions of ethical competence in intercultural religious education: An analysis with special regard to three Scandinavian curricular arenas
- 2020
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In: HTS Teologiese Studies/Theological Studies. - : AOSIS. - 0259-9422 .- 2072-8050. ; 76:1
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Journal article (peer-reviewed)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.
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- Franck, Olof, 1958, et al.
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Democratic and Inclusive Religious Education in the Secular State – The Case of Sweden
- 2023
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In: 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
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Book chapter (peer-reviewed)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.
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- Franck, Olof, 1958
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Democratic Education on Religion and Ethics in Islamic Religious Education Contexts
- 2021
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In: Islamic Religious Education in Europe. A Comparative Study. Franken, L. & Gent, B. (eds). - New York : Routledge. - 9780367353759 ; , s. 264-267
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Book chapter (peer-reviewed)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.
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