Powerful knowledge in ethics and existential questions: which discourses, for which pupils, in which contexts?

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Osbeck, Christina,1969Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies (author)

Powerful knowledge in ethics and existential questions : which discourses, for which pupils, in which contexts?

Article/chapterEnglish2023

Publisher, publication year, extent ...

2023-03-17
Cham :Palgrave Macmillan,2023
printrdacarrier

Numbers

LIBRIS-ID:oai:DiVA.org:umu-205780
https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-205780URI
https://doi.org/10.1007/978-3-031-23186-5_2DOI
https://gup.ub.gu.se/publication/325695URI

Supplementary language notes

Language:English
Summary in:English

Part of subdatabase

SwePubSwePub

Classification

Subject category:ref swepub-contenttype
Subject category:kap swepub-publicationtype

Notes

This chapter emanates from the Swedish context where the RE subject since the 1960s is a confessionally neutral and broad subject that includes not only knowledge of religions but also ethics and 'livsfrågor' [existential questions]. Accepting Michael Young's perspective that there is knowledge that pupils are entitled to and that there is power in knowledge that transcends contextually bound insights and expressions, one must add that the discussion about which these indispensable concepts and discourses are, has been more developed concerning religion than ethics or existential questions/worldviews. There is a need for a qualified discussion about powerful knowledge, and what constitute powerful knowledge, also in these fields. However, such a discussion cannot take as its only point of reference the potential strength in concepts and discourses. There is also a need for a dialectic relationship between 'curriculum' and 'child'. A teaching that does not reach the children that the teaching is to engage cannot be considered meaningful, no matter how powerful the knowledge paid attention to may be. In addition, if knowledge also is contextual, powerful knowledge can only be powerful in the practices that acknowledge this knowledge and allows it to be powerful. Powerful teaching must take into consideration the practices where the pupils have to appear as powerful, even if it cannot stay in these contexts. The purpose of this chapter is to argue for the importance of a dialectical perspective when discussing PK—a perspective that recognizes both child and curriculum—and based on three current empirical projects on ethics and pupils' existential questions, discuss what we know about children's knowledge interest and concrete meanings of powerful knowledge regarding ethics and existential questions.

Subject headings and genre

SAMHÄLLSVETENSKAP Utbildningsvetenskap Didaktik hsv//swe
SOCIAL SCIENCES Educational Sciences Didactics hsv//eng
HUMANIORA Filosofi, etik och religion hsv//swe
HUMANITIES Philosophy, Ethics and Religion hsv//eng
Powerful knowledge
Ethics
Existential questions
RE didactics
Michael Young
'Powerful knowledge'
etik
existentiella frågor
RE didaktik
pedagogiskt arbete
educational work
etik
Ethics
ethics
existential questions
powerful knowledge

Added entries (persons, corporate bodies, meetings, titles ...)

Sporre, Karin,1952-Umeå universitet,Institutionen för tillämpad utbildningsvetenskap,EthiCo I och II; Barn och läroplan(Swepub:umu)kasp0002 (author)
Lilja, Annika,1963Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies(Swepub:gu)xlannl (author)
Göteborgs universitetInstitutionen för didaktik och pedagogisk profession (creator_code:org_t)

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In:Powerful knowledge in religious educationCham : Palgrave Macmillan, s. 21-4297830312318589783031231865

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SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...; and Didactics

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