Inhaltsverzeichnis

• Buchtitel
• Impressum
• Contents
• Foreword (Robert Jackson)
• Introduction (Jari Ristiniemi, Geir Skeie and Karin Sporre)
• Children Searching for a Philosophy of Life. A Retrospective Review of Six Research and Development Projects (Sven Hartman)
• Abstract
• 1. Introduction
• 2. Six Research and Development Projects
• 3. A Short Comment on the Research Methods
• 4. Six Research Projects in Retrospect
• References
• Existential Questions in Research and Education in the Shape of a Response to Sven Hartman (Sven-Åke Selander)
• Abstract
• 1. Introduction
• 2. Society and Religious Education in the 1960s
• 3. Upper Secondary School Curriculum 1970 (Lgy70)
• 4. The Concept Existential Question in a Research Perspective
• 5. Existential Questions and Integration – The Curriculum 1980 for Primary and Secondary School (Lgr80)
• 6. Interpretation of Life – in Curricula 1994, 2000
• 7. The Curricula 2000
• 8. Scientific Methods and Analysis – Curricula 2011
• 9. Summary
• References
• Is a ‘Life Question Approach’ Appropriate when Religious Education has Become a Part of Social Studies? (Gunnar J. Gunnarsson)
• Abstract
• 1. Introduction
• 2. Different Approaches
• 3. The New National Curriculum Guide for Compulsory Schools in Iceland
• 4. Conclusion
• References
• Addressing Existential Issues through the Eyes of Swedish Religious Education Teachers (Malin Löfstedt and Anders Sjöborg)
• Abstract
• 1. Framing the Study – The Swedish Case
• 2. Previous Research
• 3. Theory and Methods
• 4. Results
• 5. Concluding Discussion
• References
• Tonåringen och livsfrågorna (1969) Revisited. Reflections on ‘Life questions’ in Contemporary Religious Education in Swedish Schools (Staffan Nilsson)
• Abstract
• 1. In the Beginning
• 2. The Revisit
• 3. Concluding Remarks
• References
• 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)
• Abstract
• 1. Religion as a Response to Questions about Views of Life
• 2. Views of Life and Religion within the Subject of Religious Education
• 3. Migration and Identity
• 4. Three Narratives
• 5. Being Intelligent and Global
• 6. Conclusion and Discussion
• References
• Personal World View, Existential Questions and Inclusive Pedagogy. Theological and Pedagogical Underpinnings (Siebren Miedema)
• Abstract
• 1. Introduction
• 2. From Religion toWorld View
• 3. World View Used in Empirical Research
• 4. Conceptual and Theoretical Analyses
• 5. The Pedagogy behind PersonalWorld View Formation
• 6. The Necessity to Use ‘World View’
• 7. The Nordic Input in this Debate on World View and Existential Questions – a few Reflections
• 8. To Conclude
• 9. Summary
• References
• World Views in Norwegian RE (Oddrun Marie Hovde Bråten)
• Abstract
• 1. Introduction
• 2. Introducing Core Concepts
• 3. Discussion and Conclusion
• References
• 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)
• Abstract
• 1. Introduction
• 2. The Inclusion of Non-Religious World Views and Developments in English RE
• 3. Conclusion
• References
• The Image of God in Children’s Epistolography (Maria Szczepska-Pustkowska)
• Abstract
• 1. Introduction
• 2. The Image of God – Terminological Issues
• 3. Research Methodology
• 4. Analysis Results
• 5. An Attempt to Summarize
• References
• Life Issues Among Young Adults. An Empirical and Methodological Example (Caroline Gustavsson)
• Abstract
• 1. Introduction
• 2. Reflections
• References
• Existence and Education. A Relational and Interactional Model (Jari Ristiniemi)
• Abstract
• 1. Introduction
• 2. Relational Identity and Sense-Integral Learning
• 3. Technological Gestalt and Trajectory of Objectification
• 4. Ontology of Life
• 5. Environment and the New Materiality
• 6. Summary
• References
• Other sources
• Being and Becoming. Challenging Dichotomous Conceptions of Ethical Competence within Democratic Ethics Education in Compulsory School (Olof Franck and Annika Lilja)
• Abstract
• 1. Introduction
• 2. The Voices of 12-Years Old Pupils
• 3. Opening up the Arena for Ethical Discussion
• 4. Aims of the Subject RE in the Swedish Syllabus
• 5. Curricular Obstacles
• 6. An Alternative Approach: Some Guidelines
• 7. The ‘Childist Approach’
• 8. Being and Becoming ‘Morally Competent’
• 9. Conclusions
• References
• The Ethical Aspects of Using Jokes for Learning Purposes as Seen from a Historical Perspective (Iris Ridder)
• Abstract
• 1. Humour in Classrooms, Medieval Schoolbooks and the Latin DSeM
• 2. The Content and Characters of the Novel
• 3. The Rhetorical Structure and Emotional Response of the Text
• 4. Hostile Jokes in Instructional Humour
• 5. Conclusion
• References
• Ethical Concepts according to 12-Year-Olds. Students’ Responses, National Tests, and Ethics Education (Karin Sporre)
• Abstract
• 1. Background and Task
• 2. The Research Field
• 3. Theoretical and Methodological Presuppositions and Considerations
• 4. Students’ Choices of Concepts and Perceptions of Content
• 5. Discussion
• References
• Ethical Excursions and Philosophical Dialogues in Teacher Education. A Waste of Time or a Wise Way to Necessary Knowledge? (Camilla Stabel Jørgensen)
• Abstract
• 1. Introduction
• 2. Theoretical Framework: Education and Democracy
• 3. Presentation of Practices, Data and Analytical Tool
• 4. Presentation of Analysis
• 5. Discussion and Further Questions
• References
• Appendix
• School Children Envisioning Future Knowledge and Agency within the Context of Education for Sustainable Development (Annika Manni)
• Abstract
• 1. Introduction
• 2. Background
• 3. Aim and Questions of the Study
• 4. Methods
• 5. Results – Visions of Important Future Knowledge and Possibilities to Act
• 6. Analytical Discussion
• 7. Conclusions
• References
• The Position of (S-)EXistential Questions in Religious Education in School and in Teacher Education in Sweden (Bodil Liljefors Persson)
• Abstract
• 1. Introduction – Religious Education in Sweden
• 2. The Formation of the School Subject RE in Sweden and in a European Context
• 3. The position of existential questions within RE in general and about (S-)EXistential questions in particular, in Sweden today
• 4. Sexuality and Relations Education in Teacher Education Programmes in Sweden
• 5. Existential Questions as a Method to Connect with Young People’s Values – some Examples of Good Practices
• 6. Concluding Comments
• References
• Narratives and Haiku as Didactic Tools in Clown Work and Drama (Birgitta Silfver)
• Abstract
• 1. Introduction
• 2. Presentations of Narratives and Haiku
• 3. Summary
• References
• Blurring the Image of the Other? The Recontextualization of Environmental Ethical Values in Norwegian Education Policy Documents (Ole Andreas Kvamme)
• Abstract
• 1. Introduction
• 2. Theory and Method
• 3. The Analyses
• 4. Discussion
• 5. Concluding Remark
• References
• Why should Religious Education Include Exploration of Existential Questions and Personal Values? (Geir Skeie)
• Abstract
• 1. Introduction
• 2. Aims and Ambiguities in the Religious Education Curriculum regarding Existential Questions
• 3. Existential Issues in Religious Education Curricula
• 4. Existential Questions in Religious Education Seen in a Broader Educational Perspective
• 5. Approaches to Teaching and Learning about Existential Issues in the Classroom
• References
• Existential Questions in Religious Education. Opening up Discussions in Upper Secondary School (Karin Kittelmann Flensner)
• Abstract
• 1. Introduction
• 2. The Concept of Existential Issues in RE
• 3. Theoretical and Methodological Approaches
• 4. Existential Questions in Classroom Practice
• 5. Concluding Thoughts
• References