E-Book, Englisch, 416 Seiten
E-Book, Englisch, 416 Seiten
ISBN: 978-3-8309-8886-1
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz
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Weitere Infos & Material
1;Buchtitel;1
1.1;Impressum;4
1.2;Contents;5
2;Foreword (Robert Jackson);9
3;Introduction (Jari Ristiniemi, Geir Skeie and Karin Sporre);13
4;Children Searching for a Philosophy of Life. A Retrospective Review of Six Research and Development Projects (Sven Hartman);21
4.1;Abstract;21
4.2;1. Introduction;21
4.3;2. Six Research and Development Projects;22
4.3.1;2.1 Teaching Methods in RE and Pupils’ Development and Motivation;24
4.3.2;2.2 Small Children and Existential Questions;27
4.3.3;2.3 Environmental Orientation and Philosophy of Life;28
4.3.4;2.4 Children’s Living Conditions and Life Interpretation;32
4.3.5;2.5 Children’s Life Interpretation in a Comparative Perspective;36
4.3.6;2.6 Children’s and Youths’ Life Interpretation and Basic Values of School;37
4.4;3. A Short Comment on the Research Methods;38
4.5;4. Six Research Projects in Retrospect;39
4.6;References;42
5;Existential Questions in Research and Education in the Shape of a Response to Sven Hartman (Sven-Åke Selander);47
5.1;Abstract;47
5.2;1. Introduction;47
5.3;2. Society and Religious Education in the 1960s;48
5.3.1;2.1 Curriculum 1962 for the Compulsory School (Lgr62);48
5.3.2;2.2 Analysis of the Modern Human Situation – Curriculum 1965 for the Upper Secondary School (Lgy65);49
5.3.3;2.3 Existential Questions and Personal Involvement in the Primary and Secondary School Curriculum 1969 (Lgr69);49
5.4;3. Upper Secondary School Curriculum 1970 (Lgy70);50
5.5;4. The Concept Existential Question in a Research Perspective;52
5.6;5. Existential Questions and Integration – The Curriculum 1980 for Primary and Secondary School (Lgr80);54
5.7;6. Interpretation of Life – in Curricula 1994, 2000;56
5.7.1;6.1 Upper Secondary School (Lpf94);56
5.7.2;6.2 Primary and Secondary School (Lpo94);57
5.8;7. The Curricula 2000;58
5.8.1;7.1 Upper Secondary School (Gy2000);58
5.8.2;7.2 Primary and Secondary School (Gr2000);59
5.9;8. Scientific Methods and Analysis – Curricula 2011;59
5.9.1;8.1 Upper Secondary School (Gy2011);59
5.9.2;8.2 Primary and Secondary School (Gr2011);60
5.10;9. Summary;61
5.11;References;62
6;Is a ‘Life Question Approach’ Appropriate when Religious Education has Become a Part of Social Studies? (Gunnar J. Gunnarsson);69
6.1;Abstract;69
6.2;1. Introduction;69
6.3;2. Different Approaches;70
6.3.1;2.1 Nordic Context;73
6.4;3. The New National Curriculum Guide for Compulsory Schools in Iceland;75
6.4.1;3.1 Analysis;76
6.5;4. Conclusion;77
6.6;References;80
7;Addressing Existential Issues through the Eyes of Swedish Religious Education Teachers (Malin Löfstedt and Anders Sjöborg);83
7.1;Abstract;83
7.2;1. Framing the Study – The Swedish Case;83
7.3;2. Previous Research;84
7.4;3. Theory and Methods;87
7.4.1;3.1 Theoretical Perspectives;87
7.4.2;3.2 Methods;88
7.5;4. Results;89
7.5.1;4.1 What Issues are Important in RE?;89
7.5.2;4.2 World Religions before Existential Issues;91
7.5.3;4.3 Writing their Own Credo;92
7.5.4;4.4 Absence of AlternativeWorld Views in the Classroom;94
7.5.5;4.5 Changing the Name and Content of the Subject;95
7.6;5. Concluding Discussion;96
7.7;References;97
8;Tonåringen och livsfrågorna (1969) Revisited. Reflections on ‘Life questions’ in Contemporary Religious Education in Swedish Schools (Staffan Nilsson);101
8.1;Abstract;101
8.2;1. In the Beginning;101
8.2.1;1.1 Introduction;101
8.2.2;1.2 The Report;103
8.3;2. The Revisit;104
8.3.1;2.1 An Ambiguous and Unimportant Concept?;104
8.3.2;2.2 Religious and Existential Questions;105
8.3.3;2.3 A Secularized Notion of Religion;108
8.3.4;2.4 The Interest for Young and Plurality;109
8.3.5;2.5 The Turn to Popular Culture;111
8.3.6;2.6 The Universality Bias;112
8.4;3. Concluding Remarks;114
8.5;References;115
9;Liberal Muslim, Atheist Hindu and Born-again Christian. Identifications in Relation to Religion among Three Upper Secondary Students with Experiences Connected to Migration (Signild Risenfors);119
9.1;Abstract;119
9.2;1. Religion as a Response to Questions about Views of Life;119
9.3;2. Views of Life and Religion within the Subject of Religious Education;120
9.4;3. Migration and Identity;122
9.5;4. Three Narratives;122
9.5.1;4.1 Mona – Liberal Muslim;123
9.5.2;4.2 Adi – Atheist Hindu;125
9.5.3;4.3 Esther – Born-again Christian;126
9.6;5. Being Intelligent and Global;127
9.6.1;5.1 Challenging a Discourse about Indifference and Narrow-Mindedness in Favour of Philosophy;128
9.6.2;5.2 Challenging a Discourse about Tradition and Culture in Favour of Globalization and Subjectivity;129
9.7;6. Conclusion and Discussion;130
9.8;References;131
10;Personal World View, Existential Questions and Inclusive Pedagogy. Theological and Pedagogical Underpinnings (Siebren Miedema);137
10.1;Abstract;137
10.2;1. Introduction;137
10.3;2. From Religion toWorld View;138
10.4;3. World View Used in Empirical Research;139
10.5;4. Conceptual and Theoretical Analyses;141
10.6;5. The Pedagogy behind PersonalWorld View Formation;144
10.7;6. The Necessity to Use ‘World View’;146
10.8;7. The Nordic Input in this Debate on World View and Existential Questions – a few Reflections;148
10.9;8. To Conclude;150
10.10;9. Summary;152
10.11;References;152
11;World Views in Norwegian RE (Oddrun Marie Hovde Bråten);157
11.1;Abstract;157
11.2;1. Introduction;157
11.3;2. Introducing Core Concepts;159
11.3.1;2.1 Further Teaching ofWorld Views;161
11.3.2;2.2 Concept and Curricula;163
11.3.3;2.3 What is Religion?;166
11.3.4;2.4 What was Learned?;168
11.4;3. Discussion and Conclusion;169
11.5;References;173
12;Should Religious Education Include the Exploration of Existential Questions through Non-Religious World Views? The Views and Experiences of English Secondary School Teachers (Judith Everington);177
12.1;Abstract;177
12.2;1. Introduction;177
12.3;2. The Inclusion of Non-Religious World Views and Developments in English RE;178
12.3.1;2.1 The Wider Debate: a Child or Subject-Centred Curriculum?;181
12.3.2;2.2 Integrating Academic and Personal Development in the Teaching of Non-Religious World Views;183
12.3.2.1;2.2.1 Maria;183
12.3.2.2;2.2.2 Claire;184
12.3.2.3;2.2.3 James;185
12.3.3;2.3 The Inclusion of Non-Religious World Views in Differing School Contexts;186
12.4;3. Conclusion;187
12.5;References;189
13;The Image of God in Children’s Epistolography (Maria Szczepska-Pustkowska);193
13.1;Abstract;193
13.2;1. Introduction;193
13.3;2. The Image of God – Terminological Issues;194
13.3.1;2.1 The Development of the Idea of God;194
13.4;3. Research Methodology;196
13.5;4. Analysis Results;197
13.5.1;4.1 Epistolary forms of the letters;197
13.5.2;4.2 Subjects and Content of Letters;198
13.5.2.1;4.2.1 A Request – Gratitude Scheme;199
13.5.2.2;4.2.2 Confessional Scheme;200
13.5.2.3;4.2.3 Presentational Scheme;202
13.5.2.4;4.2.4 Children’s questions to God;203
13.5.3;4.3 Artistic Form of the Letters;204
13.6;5. An Attempt to Summarize;205
13.7;References;208
14;Life Issues Among Young Adults. An Empirical and Methodological Example (Caroline Gustavsson);211
14.1;Abstract;211
14.2;1. Introduction;211
14.2.1;1.2 The Empirical Research;213
14.2.1.1;1.2.1 The Sample;213
14.2.1.2;1.2.2 A Research Pilot that Led to Knew Interview Questions;214
14.2.1.3;1.2.3 Methodological and Theoretical Choices Made;217
14.2.2;1.3 Research Results;218
14.2.2.1;1.3.1 Life Issues;220
14.3;2. Reflections;221
14.3.1;2.1 Life Questions in Education;222
14.4;References;223
15;Existence and Education. A Relational and Interactional Model (Jari Ristiniemi);227
15.1;Abstract;227
15.2;1. Introduction;227
15.3;2. Relational Identity and Sense-Integral Learning;229
15.3.1;2.1 A Top Down Science;231
15.4;3. Technological Gestalt and Trajectory of Objectification;234
15.5;4. Ontology of Life;236
15.5.1;4.1 Sensing Body and Learning;237
15.6;5. Environment and the New Materiality;239
15.7;6. Summary;241
15.8;References;242
15.9;Other sources;244
16;Being and Becoming. Challenging Dichotomous Conceptions of Ethical Competence within Democratic Ethics Education in Compulsory School (Olof Franck and Annika Lilja);247
16.1;Abstract;247
16.2;1. Introduction;247
16.3;2. The Voices of 12-Years Old Pupils;248
16.4;3. Opening up the Arena for Ethical Discussion;251
16.5;4. Aims of the Subject RE in the Swedish Syllabus;252
16.6;5. Curricular Obstacles;253
16.7;6. An Alternative Approach: Some Guidelines;255
16.8;7. The ‘Childist Approach’;256
16.9;8. Being and Becoming ‘Morally Competent’;257
16.10;9. Conclusions;258
16.11;References;258
17;The Ethical Aspects of Using Jokes for Learning Purposes as Seen from a Historical Perspective (Iris Ridder);261
17.1;Abstract;261
17.2;1. Humour in Classrooms, Medieval Schoolbooks and the Latin DSeM;261
17.3;2. The Content and Characters of the Novel;265
17.4;3. The Rhetorical Structure and Emotional Response of the Text;267
17.5;4. Hostile Jokes in Instructional Humour;269
17.6;5. Conclusion;273
17.7;References;274
18;Ethical Concepts according to 12-Year-Olds. Students’ Responses, National Tests, and Ethics Education (Karin Sporre);279
18.1;Abstract;279
18.2;1. Background and Task;279
18.2.1;1.1 Introduction;279
18.2.2;1.2 The Curricular Context;280
18.2.3;1.3 Task;282
18.3;2. The Research Field;283
18.4;3. Theoretical and Methodological Presuppositions and Considerations;285
18.4.1;3.1 The Moral Philosophy of Seyla Benhabib;285
18.4.2;3.2 The Test Task of this Study, the Sample and Research Ethics;286
18.4.3;3.3 A Methodological Reflection;288
18.5;4. Students’ Choices of Concepts and Perceptions of Content;288
18.5.1;4.1 Choice of Concepts and Assessment;288
18.5.2;4.2 Conceptual Understandings of Justice, Equality, Solidarity and Empathy;290
18.5.3;4.3 Students’ Responses, Seyla Benhabib, and the Public Arena;292
18.6;5. Discussion;293
18.7;References;295
19;Ethical Excursions and Philosophical Dialogues in Teacher Education. A Waste of Time or a Wise Way to Necessary Knowledge? (Camilla Stabel Jørgensen);297
19.1;Abstract;297
19.2;1. Introduction;297
19.3;2. Theoretical Framework: Education and Democracy;298
19.4;3. Presentation of Practices, Data and Analytical Tool;301
19.5;4. Presentation of Analysis;303
19.5.1;4.1 The Task;303
19.5.2;4.2 Students’ Responses: The Philosophical Dialogues;305
19.6;5. Discussion and Further Questions;307
19.7;References;308
19.8;Appendix;309
20;School Children Envisioning Future Knowledge and Agency within the Context of Education for Sustainable Development (Annika Manni);313
20.1;Abstract;313
20.2;1. Introduction;313
20.3;2. Background;314
20.4;3. Aim and Questions of the Study;317
20.5;4. Methods;318
20.5.1;4.1 Participants;318
20.5.2;4.2 Data Collection and Analysis;319
20.5.3;4.3 Ethical Considerations;319
20.5.4;4.4 Validity and Reliability;320
20.5.5;4.5 Methodological Reflections;320
20.6;5. Results – Visions of Important Future Knowledge and Possibilities to Act;321
20.6.1;5.1 Important Future Knowledge;321
20.6.2;5.2 Visions of Possibilities to Act;322
20.6.3;5.3 Tentative Relations between Knowledge and Action;323
20.6.4;5.4 Summing up the Results;324
20.7;6. Analytical Discussion;324
20.8;7. Conclusions;326
20.9;References;326
21;The Position of (S-)EXistential Questions in Religious Education in School and in Teacher Education in Sweden (Bodil Liljefors Persson);329
21.1;Abstract;329
21.2;1. Introduction – Religious Education in Sweden;329
21.3;2. The Formation of the School Subject RE in Sweden and in a European Context;330
21.4;3. The position of existential questions within RE in general and about (S-)EXistential questions in particular, in Sweden today;332
21.5;4. Sexuality and Relations Education in Teacher Education Programmes in Sweden;334
21.6;5. Existential Questions as a Method to Connect with Young People’s Values – some Examples of Good Practices;339
21.7;6. Concluding Comments;340
21.8;References;342
22;Narratives and Haiku as Didactic Tools in Clown Work and Drama (Birgitta Silfver);347
22.1;Abstract;347
22.2;1. Introduction;347
22.3;2. Presentations of Narratives and Haiku;351
22.3.1;2.1 On Clown Work in the Classroom, Presented in the Form of Four Portraits;351
22.3.2;2.2 Turning Point in the Student’s Meeting with the Clown – Individual Accounts;353
22.3.3;2.3 The Tightrope Artist who was Afraid of Heights;355
22.3.4;2.4 Further Work with the Haiku as a Presentation and Evaluation Tool;356
22.4;3. Summary;356
22.5;References;357
23;Blurring the Image of the Other? The Recontextualization of Environmental Ethical Values in Norwegian Education Policy Documents (Ole Andreas Kvamme);359
23.1;Abstract;359
23.2;1. Introduction;359
23.2.1;1.1 Issue and Aim;359
23.2.2;1.2 Background;361
23.3;2. Theory and Method;363
23.3.1;2.1 Theoretical Considerations;363
23.3.2;2.2 Methodological Approach;364
23.3.3;2.3 The Material;366
23.4;3. The Analyses;368
23.4.1;3.1 The National Strategies;368
23.4.2;3.2 The school subject syllabi;370
23.4.3;3.3 The New Objects Clause;375
23.5;4. Discussion;376
23.6;5. Concluding Remark;378
23.7;References;379
24;Why should Religious Education Include Exploration of Existential Questions and Personal Values? (Geir Skeie);383
24.1;Abstract;383
24.2;1. Introduction;383
24.3;2. Aims and Ambiguities in the Religious Education Curriculum regarding Existential Questions;385
24.4;3. Existential Issues in Religious Education Curricula;386
24.5;4. Existential Questions in Religious Education Seen in a Broader Educational Perspective;389
24.6;5. Approaches to Teaching and Learning about Existential Issues in the Classroom;393
24.7;References;394
25;Existential Questions in Religious Education. Opening up Discussions in Upper Secondary School (Karin Kittelmann Flensner);397
25.1;Abstract;397
25.2;1. Introduction;397
25.3;2. The Concept of Existential Issues in RE;399
25.4;3. Theoretical and Methodological Approaches;400
25.5;4. Existential Questions in Classroom Practice;401
25.5.1;4.1 Your Time on Earth – the Origin and Finitude of Life;402
25.5.2;4.2 What is a Human Being?;404
25.5.3;4.3 Human Beings Need a Personal Interpretation of Life;406
25.5.4;4.4 Human Beings as Meaning-Seeking;407
25.5.5;4.5 Responsibilities of Human Beings;408
25.5.6;4.6 The Right and the Good;409
25.6;5. Concluding Thoughts;411
25.7;References;413
