Religious Diversity and Education. Nordic Perspectives (eBook)

Contents 6
Introduction 8
Dimensions of religious diversity 8
Diversity and religious education research 9
International perspectives 10
References 10
Is Diversity Changing Religious Education? 12
Introduction 12
The United Nations and UNESCO 12
European Union (EU) and European Commission (EC) 14
Council of Europe (CoE) 15
The Organization for Security and Co-operation in Europe ( OSCE) 19
Religious Education in Europe: the Present Picture 21
Religious Discourse in the Public Sphere 22
Pedagogical Approaches 23
Conclusion 26
References 26
Encounters in Diversity: Some Suggestions for a Dialogical Religious Education 30
Ouverture 30
The Context: The Place of Religion in Education 30
The Option: A Mutual Learning Process 32
Critical Questions 35
Religion and Experience 36
Formation, Experience and Dialogue 38
Post-Ludium 41
References 42
Unintended Learning in Religious Education 44
Abstract 44
Introduction 44
Reconstruction of Life Understanding – Central Knowledge in RE 46
“Lived” Life Understanding among Teenagers 47
Potential Contributions in a Discursive Practice of Adjustment and Competition 48
Actual Contributions – Results of the Textbook Study 50
Conclusions 53
References 54
Diversity, Values and Religious Education Seen Through Gender – in Relation to a Swedish School Context 56
Abstract 56
Curriculum Changes and a Changing Swedish Society 56
Conceptual and Theoretical Framework 57
Diversity in Feminist Theory 59
Values in a Multicultural Society 61
Religious and Values Education in Sweden 63
A Timely Religious and Values Education 64
Conclusion 66
References 67
Education of Life Itself 70
Introduction 70
Introduction to Danish and German Lebensphilosophie 71
Philosopher or Theologian? 73
Løgstrup’s Impact on Danish RE 74
Bollnow and die Kraft zu leben 75
Central Common Themes 76
Education of Trust 77
Education of Life Itself, Contemporary RE and Diversity 78
References 81
The Life-World and the Teaching of Religions 84
The Life-World and Religion 84
Husserlian Point of Departure 85
The Life-World Theory as a Shift of Paradigm 86
Proto-Pedagogy of Religious Education 87
Transcendence and Religiosity 87
From Phenomenology to Theories of Teaching and Learning 89
References 91
Mounting an Assault on Complexity: Comparative Research Design in Religious Education 94
Abstract 94
Introduction 94
Comparative Studies: Some Relevant Examples 96
Comparative Religious Studies 98
Comparative and International Education 101
Comparing RE in Public Schools in England and Norway 103
References 105
Digitised Church Archives – a Challenge to Religious Educators 108
Abstract 108
The Digitisation of and Access to Archives in Sweden 108
The QVIZ Project 110
Digital Archive Research during the Learning Processes in Religious Education 112
Summary 116
References 117
“To be Honest and Truthful” 118
Method 118
Theoretical framework 119
Major Trends and Patterns 121
Three Individuals 122
Discussion 128
Conclusion 129
References 130
Intercultural and Religious Sensitivity of Finnish Lutheran 7th to 9th Grade Students 132
Abstract 132
Introduction 132
Theoretical Background 134
Method 136
Results 139
Concluding Remarks 143
References 144
From Novices to Experts 146
Abstract 146
Introduction 146
Religion and Spirituality as the Core Content Knowledge in Religious Education 147
Expertise and Content Knowledge 148
Data and Methods 150
Results 151
The Three Dimensions 153
Concluding Remarks 159
References 160
Sheltered from Plurality 162
Teaching Religion and World Views (RE) in Norwegian Schools 162
The Project and its Research Questions 163
Theoretical Perspectives 164
State Elementary School Pupils: in Polyphonic and Perceptive Dialogue9 170
Pupils’ Dialogues with their Contexts 174
Potential Gains and Losses when Sheltered from Plurality 175
References 180
Hindu Children’s Attitudes to Identity Constructs and Diversity: A Challenge for Norwegian Religious Education ( RE)? 182
Abstract 182
Aims 182
Hindus in Norway 183
Methodology of the Project 184
Dialogues in Regards to Attitudes to other Religions 185
Conclusion 194
References 195
The Aims of Orthodox Religion Teachers 198
Abstract 198
Introduction 198
Method 200
Education Differences in Concepts of the Aims of Religious Education 203
Age Differences in Concepts of the Aims of Religious Education 204
Concluding Remarks 204
References 205
Euro-Arab Dialogue and the Other: Some Critical Comments on Textbook Analyses and Production 210
The Image of the Other 210
Images of Others Found in the Texts Analysed 211
Ethical and Ideological Issues 213
Epilogue 221
References 221
Ethical Dilemmas in Confirmation School Experienced by Finnish Confirmation Schoolteachers 224
Abstract 224
Introduction 224
Responsibility and Care as Expressions of Professional Morality 225
Method and Data Analysis 226
Results 227
Ethical Dilemma: Students with Problems 228
Ethical Dilemma: Problems with Young Confirmed Voluntary Workers 229
Ethical Dilemma: Problems with Colleagues 230
Ethical Dilemma: Problems with Parents and Authorities 231
Ethical Dilemma: Teachers’ Confidentiality 232
Ethical Dilemma: Pedagogy in the Confirmation School 232
Concluding Remarks 233
References 234
The Authors 236