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- Lifmark, David, 1971-
(author)
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Emotioner och värdegrundsarbete : Om lärare, fostran och elever i en mångkulturell skola
- 2010
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Doctoral thesis (other academic/artistic)abstract
- This thesis explores aspects of teachers’ obligation to implement and discuss what are referred to in the Swedish national school curricula as “fundamental values” (“värdegrunden” in Swedish). The aim is to describe and analyze dilemmas in interpretations of and teachers’ work with these fundamental values. Four questions are related to this aim. The first addresses difficulties discussed in conversations between seven upper secondary teachers, during nine meetings over the course of one year. In these conversations the teachers reflected upon how to interpret the fundamental values in relation to their daily practice. The second question focuses on the considerable diversity of Swedish schools and examines the work of the teachers through a perspective of intersectionality. The third question concerns how Martha Nussbaum’s theory of emotions as judgments of value could be used for an understanding of the identified dilemmas. The fourth question focuses on ways in which the participating teachers’ discussions may contribute to a wider discussion about possible aims and circumstances of teachers’ work with the fundamental values. Chapter 2 introduces the theoretical framework of the study, Martha Nussbaum’s (2001) ethical thinking on emotions as judgments of value. She argues that emotions have four common cognitive components. They have (1) external objects, and are directed towards these objects. They are (2) intentional, reflecting a person’s particular point of view, his or her special way of beholding the object, and (3) consist of judgments, i.e. views of how things in the world are. According to Nussbaum’s Aristotelian ethics, emotions also (4) mirror the individual’s vision of what a good human life is like, and the vulnerability of it. The concept of eudaimonia, a fulfilled or flourishing life, is central. Chapter 3 focuses on ideas of ethnicity, and on the specific obligation mentioned in the curriculum of counteracting xenophobia and intolerance in a multicultural society. Chapter 4 discusses various aspects of the teachers’ thoughts on religiosity within Swedish society (often depicted as one of most secular in the world) and within the educational system that is non-denominational. Chapter 5 draws attention to different ways in which the teachers view and teach pupils about sexual orientation. Chapter 6 presents conclusions on potential advantages of and challenges involved in Nussbaum’s Aristotelian theory of emotions, when applied to teachers’ views of and practical work with the fundamental values described in the curriculum. One advantage is that emotions may be intellectually scrutinized and morally assessed, on grounds that are known beforehand and discussed in a democratic process. The non-productive division between emotions, on the one hand, and intellectual and moral capabilities, on the other, is transcended by Nussbaum’s theory. An important challenge is to reflect upon when to discuss the cognitive content of pupils’ emotions, and when it is appropriate to state what is right or wrong, and try to influence pupils accordingly. Keywords: Emotions, vulnerability, values education, religious education, teaching, Martha Nussbaum, ethnicity, religion, sexual orientation.
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- Lifmark, David, 1971-
(author)
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Vad främlingsfientlighet kan vara
- 2014
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In: Religion och livsfrågor. - Malmö : Föreningen Lärare i religionskunskap. - 0347-2159. ; :1, s. 11-13
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Journal article (pop. science, debate, etc.)
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- Lifmark, David, et al.
(author)
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What do teachers regard as opportunities respective difficulties/obstacles when teaching ethics based in fiction stories?
- 2021
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In: International Seminar on Religious Education and Values.
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Conference paper (other academic/artistic)abstract
- The aim of this RE paper of the EthiCo II-project is to present findings about five teachers’ experiences during an academic year when teaching ethics based on fiction stories. Their experiences about opportunities and difficulties are examined in relation to the theories of Martha C Nussbaum. The empirical data has been produced through two interviews with each of the participating teachers, in all 10 interviews, and notes from meetings where the fiction based teaching about ethics has been prepared. The teachers participating in the study teach RE and are working at three different schools in three different types of municipalities. Three of the teacher teach grade 8 students (14 years) and two of the teachers teach grade 5 students (11 years). The interviews are transcribed and the analyses of the interviews were informed by thematic interpretation procedures. The preliminary findings show that the obstacles often are related to practical problems, for example, to get opportunity to have lessons long enough for the students’ discussions, but also to find good literature that give the students opportunities to widen their understanding about a good life and society. Example of opportunities that the teachers emphasize is the students engagement in the fiction stories and that they bring general competences from the discussions about the ethical content in the fiction texts to other subjects than RE, competences as for example to take other persons perspective and to analyse.
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- Lilja, Annika, 1963, et al.
(author)
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Conditions for development of a multidimensional ethical competence through group discussions in fiction-based ethics education
- 2023
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In: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575.
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Journal article (peer-reviewed)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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- Lilja, Annika, et al.
(author)
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Skolutveckling genom didaktiskt klassrumsarbete i samverkan lärare och forskare
- 2021
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In: Skolutveckling i teori och praktik. - Malmö : Gleerups Utbildning AB. - 9789151102832 ; , s. 283-291
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Book chapter (other academic/artistic)abstract
- I detta bokkapitel är ambitionen tvådelad – dels vill vi beskriva en skolutvecklingsmodell för samverkan mellan lärare och forskare och dels vill vi beskriva den undervisningsmodell i etik som lärare och forskare tillsammans utvecklat inom ramen för skolutvecklingsmodellen. Vårt sätt att arbeta i forskningsprojektet EthiCo II Att skärpa den etiska blicken och rösten. En skönlitteraturbaseradetikundervisnings möjlighet och svårigheter, ser vi här som en modell för skolutveckling.
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- Lilja, Annika, 1963, et al.
(author)
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Teachers’ perspectives on ethics education – expressed as opportunities and challenges
- 2023
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In: British Journal of Religious Education. - : Taylor & Francis Group. - 0141-6200 .- 1740-7931. ; 45:3, s. 240-250
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Journal article (peer-reviewed)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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- Lilja, Annika, 1963, et al.
(author)
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What ethical competences do students develop with a fiction-based approach to ethics education?
- 2021
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In: International Seminar on Religious Education and Values.
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Conference paper (other academic/artistic)abstract
- The aim of this RE paper of the EthiCo II-project is to present what ethical competences grade 5 students (11 years) in two classes in Sweden develop during a fiction based ethics education. The empirical data will be produced through audio recorded and transcribed group discussions that the students carry out once a month during an academic year when they get a fiction based ethics education. For this presentation, transcripts from four occasions concerning one student group from each of the two participating classes will be analysed, in all eight group discussions. The analyses of the group interviews will be carried out from a starting point that ethical competence is multi dimensional and a certain focus will be directed towards, in line with a socio cultural moral development theory, the linguistic repertoires that are expressed, and also in a change over time. Since these group discussions will be carried out during the academic year 2019/2020 we do not have any findings yet. But findings from a pilot project that precede this study showed that the students developed a broad ethical competence that exceed the demands in the Swedish RE-syllabus. In the group discussions in the pilot project, the participating grade 8 students expressed that the fiction stories expanded their understanding of what a good person, a good life and a good society might imply.
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| 15. |
- Lyngfelt, Anna, et al.
(author)
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Bridging 'as is' and 'as if' by reading fiction in ethics education
- 2023
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In: Cambridge Journal of Education. - : Routledge. - 0305-764X .- 1469-3577. ; 53:1, s. 63-77
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Journal article (peer-reviewed)abstract
- The overarching aim is to explore what teachers perceive as theopportunities provided by using literature in ethics education incompulsory school. When being interviewed, in what ways do theteachers express views on the potential of fiction to encouragestudents to accept certain human conditions as imaginable, or tocreate motivation for ethical change, by means of the capacity offiction to evoke feelings? Also, in what ways do the teachers interviewedconsider fiction to be useful for evoking thoughts about howsomething could have turned out, in situations that are morallycomplex? What makes compassion grow within human beings arelinked 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, theuse of literature is suitable for work with ethics in compulsory school.
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- Lyngfelt, Anna, 1965, et al.
(author)
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Bridging ‘as is’ and ‘as if’ by reading fiction in ethics education
- 2023
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In: Cambridge Journal of Education. - 0305-764X .- 1469-3577. ; 53:1, s. 63-77
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Journal article (peer-reviewed)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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- Sporre, Karin, 1952-, et al.
(author)
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'Constructing the test to the teaching' - and the complexities of assessing learning in ethics education
- 2023
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In: Journal of Beliefs & Values-Studies in Religion & Education. - : Routledge. - 1361-7672 .- 1469-9362.
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Journal article (peer-reviewed)abstract
- This study draws on a research project where a model of fiction-based ethics education was developed and put into practice during a school year in five classes in compulsory school, two in grade 5 and three in grade 8. A test was constructed with the purpose of evaluating a multi-dimensional ethical competence. The test was given at the beginning and the end of the school year to the students in the five classes, but also to students in five other classes who received the ordinary form of ethics education. The test was constructed by using tasks from earlier Swedish national tests on ethics education, but in this study new assessment instructions were developed. According to this test, almost no significant differences were found between the classes with fiction-based ethics education and the other classes. However, this contrasts with the fruitfulness of the fiction-based model, as identified through other forms of evaluation. The findings raise questions about whether and how ethics education can be meaningfully tested, which in this article is self-critically reflected on. A concluding discussion on target competence, teaching intervention and ways of evaluation - in relation to each other - ends the article. In this study, a fiction-based ethics education (EE) was put into practice during a school year in five classes in compulsory school in Sweden. A test was constructed with the purpose of evaluating a multi-dimensional ethical competence, using tasks from earlier Swedish national tests but with new assessment instructions. According to the test, almost no significant differences were found between the fiction-based EE and the ordinary EE. The article focuses on whether and how ethics education can be meaningfully tested, and stresses the importance of carefully considering the relationships between the target competence, the teaching intervention and the ways of evaluation. The multi-dimensional ethical competence - the target competence - can be relevant in relation to moral practices of everyday life and hence important to teach, but still difficult to test. A fiction-based approach may develop certain dimensions of the target competence, such as moral sensitivity, contextual sensitivity, knowledge of the phenomenon in question, and communication, rather than others, such as moral judgement and motivation, and a more general, principle-based ethical competence. When the test used is based on tasks from the national test, where a general and principled understanding of ethical competence dominates, it might be difficult to grasp the potential of the fiction-based approach. Despite the difficulties in evaluating EE, our conclusion is not that this kind of research should be avoided, but rather that it should be developed further, due to the importance of research-based teaching.
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- Sporre, Karin, 1952-, et al.
(author)
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Fiction-based ethics education in Swedish compulsory school – reflections on a research project
- 2022
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In: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; 12:2, s. 84-107
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Journal article (peer-reviewed)abstract
- In this article we draw conclusions from a research project in which a unique model for a fiction-based approach to ethics education was developed and used in three Swedish schools. Nine lessons were carried out during the 2019-2020 school year in five school classes: two in Grade 5 and three in Grade 8. Participating teachers worked with the researchers before and during the project to reflect on and develop the model. Moreover, five classes and teachers with their ordinary ethics education were engaged in the project. Theoretically, the project draws on the works of Martha C. Nussbaum in its choice to employ fiction reading in ethics education, and has a foundation in a sociocultural theory on moral development elaborated by Mark B. Tappan. The article’s aim is to critically reflect on the results and design of the project in relation to the theoretical underpinnings, with the purpose of offering reflections on ethics education for further development in both research and educational practice.
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