Religious education (RE) and ethics education (EE). International perspectives with a particular focus on Swedish EE and EE research.

Autor/in	Osbeck, Christina
Titel	Religious education (RE) and ethics education (EE). International perspectives with a particular focus on Swedish EE and EE research.
Quelle	In: Theo-Web, 22 (2023) 2, S. 103-119Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1863-0502
DOI	10.23770/tw0302
Schlagwörter	Bildung; Bildungsinhalt; Ethikunterricht; Religionsunterricht; Wertevermittlung; Religion; Schweden
Abstract	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.
Erfasst von	Comenius-Institut, Münster
Update	2024/1