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- Bråten, Oddrun M.H.
(author)
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Research on Religious Education in Nordic Countries : Introduction to Nordidactica 2015:2
- 2015
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2015:2, s. i-viii
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Journal article (other academic/artistic)abstract
- This issue of the journal Nordidactica focuses on research in the field of religious education (RE). In Oddrun M. H. Bråten’s article, a methodology for comparative studies is presented and a comparative analysis conducted, centering on the use of the concepts of ‘learning about and from’ in Religious Education in England and Norway. In Jonathan Doney’s article we can read about the impact of the Ecumenical movement on the history of RE in England. Elisabet Haakedal discusses and compares two action research projects. Martin Ubani and a team of Finnish researchers present findings from research on RE teacher students. Gunnar J. Gunnarson and colleagues present findings from a study of Icelandic youths in a plural society, where they use theory of friendship and fear. Kathrine Kjærgaard provides us with insights into Greenlandic RE. In Mette Buchardt’s article, we can read about the role of Cultural Protestantism in developments in RE in Denmark, Sweden and Norway. Together these articles give a glimpse into the rich area of RE research today. In this introduction, I present the articles before offering some perspectives on the texts, promoting a more general discussion using my methodology as an analytical device.
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- Bråten, Oddrun M.H.
(author)
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Should there be wonder and awe? A three-dimensional and four levels comparative methodology used to discuss the "learning from" aspect of English and Norwegian RE
- 2015
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2015:2, s. 1-23
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Journal article (peer-reviewed)abstract
- In this article, I will discuss how the idea of ‘learning about and from’ religion in Religious Education (RE) exist in both the English and Norwegian context. A main purpose of this article is to present a suggested template for comparative studies in religious education, where the discussion of this particular issue serves as example of how this can be applied. This template is a synthesis of two sets of ideas. The first is an idea of three dimensions in comparative education: supranational, national and sub-national processes. The second is the idea of levels of curriculum: societal, institutional, instructional and experiential. A basic criterion for my concept of comparative studies is a conception of comparative studies as studies of developments in specific countries/ nations in a supranational perspective. This methodology provides a framework for capturing different levels of national processes within a supranational context, which I believe are relevant for further international and comparative studies of religion in education.
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- Buchardt, Mette, 1969, et al.
(author)
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Epistemologies of Religious Education – Examples from Denmark, Finland, Norway and Sweden
- 2015
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In: The 13th Nordic Conference on Religious Education, Tartu, Estonia, 15-18 June.
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Conference paper (other academic/artistic)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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- Skeie, Geir, et al.
(author)
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Religious education at Schools in Norway
- 2014
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In: Religious Education at Schools in Europe. - Göttingen : Vandenhoeck & Ruprecht. - 9783847102731 ; , s. 209-236
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Book chapter (peer-reviewed)
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