| 1. |
- 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
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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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| 2. |
- 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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| 3. |
- Berndtsson, Inger, 1957, et al.
(författare)
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Jan Bengtsson. En sammanflätandets filosof
- 2019
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Ingår i: Fenomenologiska sammanflätningar. - Göteborg : Daidalos. - 9789171735621 ; , s. 13-26
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kapitlet tecknar ett porträtt av professor Jan Bengtssons teoretiska arv och hans betydelse för utvecklingen av en pedagogisk livsvärldsansats i Norden.
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| 4. |
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| 5. |
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Fenomenologiska sammanflätningar
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Den fenomenologiska filosofin – skapad av Edmund Husserl (1859–1938) – har haft ett stort genomslag inom den pedagogiska vetenskapen i Norden. Detta beror inte minst på filosofen och pedagogen Jan Bengtsson (1949–2013), som introducerade den fenomenologiska tanketraditionen i en lång rad artiklar och böcker. Bengtsson tog särskilt fasta på fenomenologins utforskning av livsvärlden. Texterna i antologin Fenomenologiska sammanflätningar är alla skrivna i Bengtssons anda och förhåller sig på olika vis till fenomenologin. Den inledande texten tecknar ett porträtt av Jan Bengtsson och diskuterar hans intellektuella arv. De övriga texterna ger en fördjupad bild av hur fenomenologisk teori kan användas inom olika pedagogiska forskningsfält och inom didaktisk praktik på olika nivåer. Läsaren får också talrika exempel på vilka slags resultat fenomenologisk forskning kan ge. På ett praktiskt plan behandlar antologin bland annat fenomenologins relevans för specialpedagogiken, den betydelse undervisningslokalernas ”rumslighet” har i ett fenomenologiskt perspektiv och förutsättningarna för fenomenologisk självreflektion i en lärandesituation. Antologins perspektiv är alltså både teoretiskt och praktiskt. Författarna vill inte minst stimulera till – och underlätta – begreppsliga och erfarenhetsmässiga sammanflätningar.
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| 6. |
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| 7. |
- Franck, Olof, 1958, et al.
(författare)
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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.
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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.
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| 8. |
- Franck, Olof, 1958, et al.
(författare)
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Being and Becoming. Challenging Dichotomous Conceptions of Ethical Competence within Democratic Ethics Education in Compulsory School
- 2018
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Ingår i: Ristiniemi, J., Skeie, G. & Sporre, K. (Eds.): Challenging Life: Existential Questions as a Resource for Education, Religious Diversity and Education in Europe, Vol. 37. - Münster : Waxmann. - 1862-9547. - 9783830938866 ; , s. 247-260
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Bokkapitel (refereegranskat)
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| 9. |
- 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
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Ingår i: http://www.eera-ecer.de/ecer-programmes/conference/20/contribution/34085/The European Conference on Educational Research, (ECER), Budapest 7 - 11/9 2015 Education and Transition - Contributions from Educational Research15.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- •The research project to be presented has received a grant from the Swedish Research Council and will run for three years from 2015 – 2017. 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. The empirical starting point of the project is material from the test round of the national assessment of ethics within RE. The project critically examines how ethical competence is operationalised therein – what kind of competence which pupils in Swedish compulsory school are differentiated in relation to – and how this competence is spread among the pupils. The character of the ethical competence of the test is then paid attention to in relation to other ethical competences related to different curricula levels such as the institutional, the instructional and the experiential level (e.g. Goodlad & Su, 1992; Bråten, 2009). •1. What conceptions of ethical competence can be identified in pupils’ utterances in national tests and concerning experienced needs of ethical competence as expressed in interviews? •2. What conceptions of ethical competence can be identified in teachers' utterances in interviews regarding their commission and the goals of their teaching of national tests? •3. What conceptions of ethical competence can be identified in supranational policies and in a sample of national curricula? •4. What can be said about the identified varieties of conceptions of ethical competence in the light of each other as well as ethical theory, and as potential content in contemporary compulsory school? The framework through which the analyses of the qualitative material is carried out is based on abductive processes where the inductively identified set of conceptions is theoretically elaborated with help of the ethical theorists Martha Nussbaum, Peter Singer, Seyla Benhabib and Knud E. Løgstrup. Together with the findings of the quantitative analyses the overarching issue of varieties of conceptions of ethical competence will be examined and elucidated. •Methods/methodology (up to 400 words) The base to start from consists of an empirical material which the project members at Gothenburg University have at their disposal; material from the test round of the national assessment in RE of which ethics is one area. Concerning the material of the national test three main types of analyses will be conducted: First, a critical examination of the way to operationalise and measure ethical competence in the national test will be conducted. What conceptions of ethical competence are asked for and what conceptions are absent? Second, a qualitative content analysis of three tasks answered by 100 pupils in grade 6 and 100 pupils in grade 9 will be conducted. Here two questions are central: 1) What conceptions of ethical competence do the answers express? 2) Do the answers express other conceptions of ethical competence than the ones measured in the tests? Third, quantitative analyses will be conducted focusing pupils’ expressed ethical competences given the tasks of the tests. These competences will be supplemented in the project; first by focus interviews aiming at grasping pupils’ experiences of what has been taught and learnt concerning ethics in school, and second by what kinds of ethical competences they express that young people need. Conceptions of ethical competence will also be identified among teachers. Focus interviews will be conducted. Important questions of the interviews concern both what the teachers regard as important objectives of their teaching in ethics and what they actually do when they teach ethics. For the latter purpose the teachers will be asked to bring their teaching material to the interviews in order to make the discussions as concrete as possible. Further, conceptions of ethical competence are brought to the project through analyses of policy documents such as curricula. Here, first, the Swedish curricula and examples of syllabuses, mainly RE, will be analysed. But also some other national curricula, as well as a couple of supranational policies, will be analysed. In the analyses an abductive approach, starting in inductive qualitative content analyses of each group of empirical material, is conducted. In relation to empirically identified, named and described conceptions of ethical competence strategically chosen examples of ethical theory are used in order to understand and explain the character of the identified conceptions of ethical competence. In that way theoretical qualifications of the empirically identified conceptions of ethical competence are used as tools for renewed systematical analyses of the empirical material.
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| 10. |
- Hagstrom, Emil, et al.
(författare)
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IMPACT OF BODY WEIGHT AT AGE 20 AND WEIGHT GAIN DURING ADULTHOOD ON MIDLIFE CORONARY ARTERY CALCIUM IN 15,000 MEN AND WOMEN : AN INTERIM ANALYSIS OF THE SWEDISH CARDIOPULMONARY BIOIMAGE STUDY
- 2019
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Ingår i: Journal of the American College of Cardiology. - : ELSEVIER SCIENCE INC. - 0735-1097 .- 1558-3597. ; 73:9, s. 1692-1692
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- BackgroundElevated body weight in adolescence is strongly associated with early cardiovascular disease, but whether this association is traceable to weight in early adulthood, or to weight gain with subsequent high adult weight is not known. Using data from the Swedish CArdioPulmonary bioImage Study (SCAPIS), we investigated the association between weight at age 20, weight gain to midlife and coronary artery calcium score (CACS) at midlife.MethodsIn the first 15,810 participants in SCAPIS (mean age 58 years, 52% women), data on CACS at midlife, self-reported body weight at age 20 and weight at examination in SCAPIS were recorded.ResultsCACS in midlife was significantly higher with increasing weight at age 20 (p<0.001 for both sexes), and then increased with weight gain until midlife at all levels of body weight at age 20 after adjusting for age, height, smoking, alcohol intake, education level, exercise levels and LDL cholesterol. However, the association with weight gain was only significant in men (p = 0.047), not in women (p=0.474). No significant interaction was seen between weight at age 20 and midlife weight with CACS. The effect of weight at age 20 on CACS was significantly more marked in men than in women, as was the effect of weight gain (p<0.001 for both interactions).ConclusionWeight at age 20 and weight gain to midlife were both related to CACS, but much more markedly so in men than in women, indicating a generally larger effect of both early adult weight and further weight gain until midlife on CACS in men, compared to women.
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| 11. |
- Levinsson, Magnus, et al.
(författare)
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Bodily ascpects of becoming and being a teacher
- 2017
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Ingår i: 4th Symposium on Phenomenological Educational Science, Humboldt University, Berlin. - Berlin.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 12. |
- Lilja, Annika, 1963
(författare)
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En fråga om förtroende och ansvar
- 2019
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Ingår i: Didaktisk utvecklingsdialog. Anette Olin, Jonas Almqvist, Lisbeth Gyllander Torkildsen, Karim Hamza (red.). - Lund : Studentlitteratur. - 9789144125749 ; , s. 129-130
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 13. |
- 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
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Ingår i: Education 3-13. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 46:5, s. 506-516
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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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| 14. |
- Lilja, Annika, 1963
(författare)
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Ethical competence as displayed in interviews with teachers
- 2016
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Ingår i: The 44th NERA Conference, 9-11 Mars, Helsinki, Symposium: What may be learnt in ethics? Varieties of conceptions of ethical competence to be taught in compulsory school.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The intention of this presentation is to present preliminary results from interviews with teachers teaching pupils in grade 6 in the Swedish compulsory school regarding ethical competence. The interviews will be carried out in December 2015 in eight schools in different municipalities in western Sweden. The eight municipals in the study have been chosen as they are categorized as different types of municipals by the Swedish Association of Local Authorities and Regions (SKL). The schools selected in the different municipalities differ when it comes to parental background and parental level of education. The aim of the interviews is to let the teachers express what they view as ethical competences, how they perceive the writings in the curriculum and how they teach ethics. The interviews will be interpreted in a hermeneutical way and also reflected in the theories about capabilities by Marta C Nussbaum. The intention with this is to see how the encounter between the empirical results and the theories can become fruitful through mutual critique when it comes to understand what teachers perceive as ethical competences.
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| 15. |
- Lilja, Annika, 1963
(författare)
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Ethical Competences Expressed by Pupils in Grade Six when Solving an Ethical Dilemma
- 2016
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Ingår i: ECER Dublin 2016-08-23 - 2016-08-26, Symposium: Varieties of Conceptions of Ethical Competence Displayed in Pupils’ Responses to National Tests in Ethics.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to present some ethical competences expressed in texts from pupils in grade six (age 12-13 years). The texts were first selected randomly from the 25 000 national tests in RE taken by grade six pupils in Sweden in spring 2013, then a strategic selection was made and from this sample 50 texts were chosen for this presentation. Parts of Martha Nussbaum’s philosophy about virtues and capabilities will be used to discuss and interpret the findings. The 50 texts are taken from a task about two friends, Keyla and Maria. Maria smells of sweat and some of her friends avoid her because of this. The task for the pupils is to show what it means to act in a good way by reasoning about how Keyla, as Maria’s best friend, could handle this situation: tell Maria that she smells bad and risk hurting her or let Maria smell, knowing that she risks losing some of her friends. The pupils are also supposed to reason about what consequences their proposal might have for both Maria and Keyla. The first overall analysis shows that the pupils’ answers include both abilities that are written in the syllabus for RE, but also some other competences not highlighted in the syllabus. For instance the texts show that the pupils have an ability to feel empathy. The answers also show that the pupils believe that to act in a moral way, you have to do what is best for your friend even though it might cause you discomfort. Further they show an ethical insight (Osbeck, Franck, Lilja & Lindskog, 2015; Osbeck, in print) when they, for example, write about the guilt one can feel when not doing what is right. Nussbaum’s writings (2010, 1995) about cultivating imagination, i.e. the importance of a narrative imagination for refining the capacity to see the world through another person’s eyes, and her writing about the capabilities all people should be able to develop to live with human dignity (Nussbaum, 2013) will work as tools to develop the understanding of the ethical competences found in the pupils’ responses. References Nussbaum, M.C. (1995). Känslans skärpa, tankens inlevelse: essäer om etik och politik [The sharpness of emotion, the insight of thought: Essays on ethics and politics]. Stockholm: Brutus Östlings bokförlag Symposium. Nussbaum, M.C. (2010). Not for profit. Why democracy needs the humanities. Princeton: Princeton University Press. Nussbaum, M.C. (2013). Creating Capabilities. The human development approach. Cambrige USA: The Belknap press. Osbeck, C. (in press). Ethical competences in pupils’ texts – Existential understandings and ethical insights as central but tacit in the curriculum. Dordrect: Springer. Osbeck, C., Franck, O., Lilja, A., Lindskog, A. (2015). Challenges of Assessment in Ethics – Teachers’ reflection when assessing National Tests. Educare, 2015(2),19-47.
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| 16. |
- Lilja, Annika, 1963
(författare)
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Ethics education in compulsory school: Ethical competence in the light of ethical theories. Teachers perspectives on important ethical competences for their students to develop.
- 2018
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Ingår i: The 44th Conference of the AME Association for Moral Education, 8-10 November, Barcelona.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Teachers’ perspective on important ethical competence for their students to develop In this study a variety of ethical lenses or voices are used in order to interpret, understand and characterize the expressed perspectives of teachers. 14 group interviews with all together 46 teachers teaching social studies, i.e. the four subjects Civics, Geography, History and Religious Education have been accomplished. Group interviews have taken place at the teachers’ school; they have been recorded and then transcribed. After that an abductive process inspired by a constructivist grounded theory (Charmaz, 2011) have been accomplished. Inspired by Tappan (2006) we have interpreted the ethical theories of Benhabib, Løgstrup, Nussbaum and Singer, as four different voices of ethics. Of course, these voices are a simplification of the theories. However, theses interpretations are useful in order to see that there are different emphasises in the landscape of ethical theory. The four philosophers express ethics in different voices (cf also Gilligan, 1982) and the interpretations and summaries of the teachers’ utterances have made us hear these voices in the teachers’ speech on ethical competence. The analysis have resulted in four identified capacities that the teachers want their student to develop; to understand, to act, to verbalize and to be persevering. These capacities always have a direction, they can be focused on an individual him-/herself, the fellow being or a social context. The direction of a capacity is in itself a value expression. The four identified capacities, with their directions show a wide understanding of ethics education, the teachers give a picture of an education that can be described as both implicit and explicit (c.f. Thornberg, 2008). The material could be interpreted as visualizing a tension between an egocentric and a sociocentric perspective. The most common direction of the teachers’ utterances concerns the competence to develop the individual him- or herself, but since pupils need to start in themselves in order to be able to gradually turn outwards, this is not surprising. We have interpreted the teacher’s language as a language applicable in school. The voices of the four philosophers illustrates languages, which work in a broader context. In this way the voices, used as an analytical tool, serve as an aid to emphasize the teachers’ utterances to a higher level of abstraction and thus expand our understanding of what the teachers regard as an important ethical competence for their students. References: Charmaz, K. (2011). A Constructivist Grounded Theory Analysis of Losing and Regaining a valued Self. In F.J. Wertz; K. Charmaz; L.M. McMullen; R. Josselson; R. Anderson & E. McSpadden. (Eds.), Five Ways of Doing Qualitative Analysis (p. 165 – 204). New York: The Guilford Press. Gilligan, C. (1982). In a different voice. Boston: Harvard University press. Tappan, M.B. (2006). Moral functioning as mediated action. Journal of Moral Education. 35(1), pp.1-18. Thornberg, R. (2008a). The lack of professional knowledge in values education. Teaching and Teacher Education 24 (2008) 1791– 1798.
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| 17. |
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| 18. |
- Lilja, Aina, et al.
(författare)
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Experiences and explanations of mental ill health in a group of devout Christians from the ethnic majority population in secular Sweden : a qualitative study
- 2016
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Ingår i: BMJ Open. - : BMJ. - 2044-6055. ; 6:10
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To explore existential meaning-making in an ethnic-majority subgroup with mental ill health and to increase knowledge about the importance of gaining access to such information in mental healthcare. Design: Qualitative study using in-depth interviews and systematic text condensation analysis. Participants: 17 devote Christians with an ethnicSwedish background, 12 women and 5 men, 30-73 years old, from different congregations across Sweden, having sought medical care for mental ill health of any kind. Setting: The secular Swedish society. Results: A living, although asymmetric, relationship with God often was seen as the most important relationship, giving hope and support when ill, but creating feelings of abandonment and fear if perceived as threatened. Symptoms were interpreted through an existential framework influenced by their view of God. A perceived judging God increased feelings of guilt, sinfulness and shame. A perceived merciful God soothed symptoms and promoted recovery. Existential consequences, such as being unable to pray or participate in congregational rituals, caused feelings of ` spiritual homelessness'. Participants gave biopsychosocial explanations of their mental ill health, consonant with and sometimes painfully conflicting with existential explanations, such as being attacked by demons. Three different patterns of interaction among biopsychosocial and existential dimensions in their explanatory systems of illness causation were identified: (a) comprehensive thinking and consensus; (b) division and parallel functions and (c) division and competitive functions. Conclusions: Prevailing medical models for understanding mental ill health do not include the individual's existential experiences, which are important for identifying risk and protective factors as well as possible resources for recovery. The various expressions of existential meaning-making identified in this devout religious subgroup illustrate that existential information cannot be generalised, even within a small, seemingly homogenous group. The three identified patterns of interactions formed a typology that may be of use in clinical settings.
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| 19. |
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| 20. |
- Lilja, Annika, 1963
(författare)
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Pupils' views on moral competence in school
- 2017
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Ingår i: Ethical literacies and sustainability education: young people, subjectivity and democratic participation.. - London : Palgrave/Macmillan. - 9783319490090 ; , s. 37-53
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Bokkapitel (refereegranskat)
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| 21. |
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| 22. |
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| 23. |
- Lilja, Annika, 1963, et al.
(författare)
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The importance of relationships in the classroom
- 2018
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Ingår i: Didactic classroom studies. A potential research direction. - Lund : Kriterium/ Nordic Academic Press. - 2002-2131. - 9789188661456 ; , s. 131-150
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Bokkapitel (refereegranskat)
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| 24. |
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| 25. |
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| 26. |
- 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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| 27. |
- Osbeck, Christina, 1969, et al.
(författare)
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Is there an interest in ethics? teachers' and pupils' perspectives in a Swedish assessment era
- 2018
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Ingår i: International seminar on religious education and values Session XXI 2018.
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Konferensbidrag (refereegranskat)abstract
- The aim of this RE paper of the EthiCo-project is to present ethical competences that a sample of Swedish teachers regard as important for their pupils to develop, in relation to what a sample of pupils express as their needs of ethical competences. These perspectives, similarities and differences, are examined in relation to other EthiCo findings involving e.g. policy perspectives and theoretical perspectives (Benhabib, Løgstrup, Nussbaum and Singer). In particular, the findings are studied from the perspectives of Swedish governmental assessment interest in ethics education expressed by curriculum requirements and National Tests. The empirical data has been produced through fourteen group interviews with teachers of 12- and 16-yearolds, and through 16 group interviews with pupils of 12 and 16 years old. All in all, the participants were from eleven schools in eight municipalities (eight different schools and municipalities), and the analyses of the interviews were informed by grounded theory procedures. The findings show that both teachers and pupils stress practical competences, related to everyday life, such as identifying ethical challenges, interpreting them and responding to them in relation to values understood as central. The Swedish curriculum and the assessment instructions of the tests stress a more limited ethical competence where analytical and argumentative capacities are central. The EthiCo project has as its overarching aim to critically analyse and discuss varieties of conceptions of ethical competence as potential educational content in ethics education in compulsory school. The result categories, expressing the perspectives of the teachers and the pupils, are contributions in this process.
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| 28. |
- Osbeck, Christina, 1969, et al.
(författare)
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Possible competences to be aimed at in ethics education : ethical competences highlighted in educational research journals
- 2018
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Ingår i: Journal of Beliefs and Values. - : Routledge. - 1361-7672 .- 1469-9362. ; 39:2, s. 195-208
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to present varieties of ethical competence that are highlighted in ethics and moral education research articles, and to discuss them in the light of competences stressed in the Swedish curriculum, understood as an example of ethics education in compulsory school. The material consists of 1,940 educational research articles published between 2000 and 2015, and the method of analysis is inductive, focusing on ethical competence. One finding is the similarity between the study’s tentative formulation of identified ethical competences in four categories, and Rest’s understanding of acting morally, captured in the four components: sensitivity, judgement, motivation and implementation. Based on the analysis of the articles, broader understandings of these focuses are developed, and later discussed in relation to Swedish ethics education, characterised as both a conservative and liberal values education. The analyses and comparison show the importance of the components of moral sensitivity and moral implementation and their relative absence in the Swedish curriculum, but also how moral judgement must include a competence to evaluate moral motivations, where empirically testable reasons are also central. Moreover, the risk of neglecting contextual, situational and knowledge-related aspects of ethical competence is highlighted.
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| 29. |
- Osbeck, Christina, 1969, et al.
(författare)
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The EthiCo project
- 2017
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Ingår i: What may be learnt in ethics? Present and future conceptions of ethical competence.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 30. |
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| 31. |
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| 32. |
- Osbeck, Christina, 1969, et al.
(författare)
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Varieties of Conceptions of Ethical Competence Displayed in Pupils’ Responses to National Tests in Ethics
- 2016
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Ingår i: ECER Dublin 2016-08-23 - 2016-08-26, Symposium: Varieties of Conceptions of Ethical Competence Displayed in Pupils’ Responses to National Tests in Ethics.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the symposium is to present findings from the EthiCo project: “What may be learnt in ethics? Varieties of conceptions of ethical competence to be taught in compulsory school”. The focus of this symposium is varieties of conceptions of ethical competence displayed in pupils’ responses to national tests in ethics. In Sweden, ethics is a part of the subject religious education (RE). The discussion about compulsory schools teaching ethics has regained urgency in Sweden since national tests are given in ethics. Every fourth pupil in grade nine is evaluated every year as having/not having an acceptable knowledge of ethics. It may be questioned whether it is reasonable to be forced to undertake a test assessing your skills in ethics and risk being evaluated as not passing. Additionally, the testing stresses 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 EthiCo project is to identify and elucidate varieties of conceptions of ethical competence and critically analyse and discuss them, in relation to each other and to ethical theory, as potential educational content in compulsory school. Attention is paid to perspectives from different curricular levels, such as the experiential level (pupils’ perspectives; tests and interviews), the instructional level (interviewed teachers), and the institutional level (samples of supranational policies and national curricula) (e.g. Goodlad & Su, 1992; Bråten, 2009). The four ethical theorists, chosen to shed light upon the conceptions gained through the empirical analyses, are Martha Nussbaum, Knud Ejler Løgstrup, Seyla Benhabib and Peter Singer, representing various ethical traditions. In this symposium, pupils’ responses to four out of seven tasks in the 2013 National Test have been analysed in the light of the ideas of one of the theorists above. Three of the analysed tasks are designed for 12-year-old pupils and one for 15-year-old pupils. The four tasks concern victimization, the use of ethical concepts, the solving of an ethical dilemma and the death penalty. Concerning the pupils’ responses to ethics tasks, the overarching research questions are 1) What conceptions of ethical competence do the answers express? 2) Do they express other conceptions of ethical competence than the ones in the assessment instructions and curriculum? In a previously conducted analysis of 15-year-old pupils’ responses to another task in the test, about forgiveness, an ethical competence tentatively labelled “ethical insight” or “existential understanding” was identified, in addition to the ones mentioned in the Swedish curriculum (Osbeck, in press). In the curriculum, normative, analytical and verbal (conceptual as well as argumentative) competences can be identified (Sporre, in press). Crucial questions concern both qualities in responses of the pupils for which they are not given credit, since the competence seems to be absent from the assessment instructions, and qualities that are not acknowledged since the stated competences are not sufficiently specific. In the latter cases, previous analyses point towards the normative competences as a difficult area because it is unclear whether there are requirements of content-specific kinds in the curriculum while, for example, teachers give altruistic values priority over egocentric values (Osbeck, Franck, Lilja & Lindskog, 2015). In the symposium, the analyses of the four papers differ slightly in relation to each other, but since these kinds of analyses are rare, the approach is deliberately explorative. The fruitfulness of the different kinds of analyses will be discussed in the symposium. In terms of visualised conceptions of ethical competences, an important discussion can be pursued in relation to analyses of curricula in other countries. Particular attention will be paid to perspectives from Iceland, Namibia and South Africa.
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| 33. |
- Osbeck, Christina, 1969, 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
- 2016
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Ingår i: The 44th NERA Conference, 9-11 Mars, Helsinki..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the symposium is to present some initial findings from this project on ethics education in Sweden. Questions about a compulsory school teaching ethics has regained urgency in Sweden since national tests are given in ethics. Every fourth pupil in grade nine is 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 testing 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. In this symposium findings from tests, policy documents, teacher interviews and pupils’ texts are presented.
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