Religious Education (RE) and Ethics Education (EE) in Dialogue - International Perspectives with a Particular Focus on Swedish EE and EE Research
Underlying the focusses of this article concerning 1) Swedish curricula, 2) different kinds of EE internationally and 3) empirical EE research, are the questions concerning what constitutes central content in ethics, and how ethics and religion as parts of an RE subject can be related to each other....
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2023
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| In: |
Theo-Web
Year: 2023, Volume: 22, Issue: 2, Pages: 103-119 |
| Standardized Subjects / Keyword chains: | B
Sweden
/ Ethics teaching
/ Religious instruction
/ Curriculum
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| IxTheo Classification: | KBE Northern Europe; Scandinavia NCA Ethics RF Christian education; catechetics ZF Education |
| Further subjects: | B
Ethics
B Narratives B Students B Education B Curriculum B Religions |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Summary: | Underlying the focusses of this article concerning 1) Swedish curricula, 2) different kinds of EE internationally and 3) empirical EE research, are the questions concerning what constitutes central content in ethics, and how ethics and religion as parts of an RE subject can be related to each other. It has been shown how EE can be of different kinds where some constructions place EE within RE, like the Swedish one, even if EE in the form of general values education or as hidden curriculum should not be forgotten. The analyses of Swedish RE curricula show a development where ethics in the beginning of the 1960s almost exclusively was liked to Christian faith but later became a knowledge area rather separated from religions. The different areas demand different activities of the students. While EE requires active reasoning and position taking, the content concerning religions is limited to be put in comparison to the student’s own ethical perspectives. Moreover, empirical Swedish research has shown how EE within the RE subject tends to be marginalized and understood as having rather unclear knowledge character. It can be interpreted as rather one-dimensional, focussing on an argumentative competence, when a multidimensional understanding seems to be more common in current research. Based on ethics theory and socio-cultural learning theory, competence in the field can be understood as depending on acquired and contextually privileged moral discourses, which means that narratives - secular as well as religious - seem to be of great value. |
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| ISSN: | 1863-0502 |
| Contains: | Enthalten in: Theo-Web
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| Persistent identifiers: | DOI: 10.23770/tw0302 |