How Young People Perceive Factors That Support or Prevent Understanding between Worldviews: Perspectives of Finnish Lower Secondary School Pupils

Autor/inn/en	Kimanen, Anuleena; Kuusisto, Elina
Titel	How Young People Perceive Factors That Support or Prevent Understanding between Worldviews: Perspectives of Finnish Lower Secondary School Pupils
Quelle	In: Intercultural Education, 28 (2017) 1, S.75-89 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2017.1288801
Schlagwörter	World Views; Secondary School Students; Content Analysis; Foreign Countries; Intergroup Relations; Student Surveys; Beliefs; Guidelines; Interpersonal Relationship; Student Attitudes; Religion; Qualitative Research; Peace; Cultural Awareness; Cultural Differences; Questionnaires; Statistical Analysis; Finland + Suchen Sie Ihr Suchwort? World view; Weltanschauung; Sekundarschüler; Inhaltsanalyse; Ausland; Intergruppenbeziehungen; Schülerbefragung; Belief; Glaube; Richtlinien; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Qualitative Forschung; Frieden; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Fragebogen; Statistische Analyse; Finnland
Abstract	This paper investigated Finnish youth's perceptions on what supports or prevents understanding between people holding different worldviews, especially religious and non-religious ones. A survey using projective, open-ended questions was conducted examining factors that enhance or damage inter-worldview dialogue among Finnish lower secondary school students (N = 563). The data was analysed using qualitative content analysis. Abu-Nimer's developmental model of interreligious sensitivity was used as a theoretical framework, but data-driven categories were also created. First, pupils thought of reasons why somebody would wish that religions did not exist. Four categories were created: atheism, confusion about religious expressions, problems related to one's own worldview, or problems in social interaction. Second, pupils reflected on why somebody would be reluctant to share things about his/her faith. The most important feature addressed here was social deviance, either fear of it or its consequences or actual experiences. Third, pupils suggested ways to create a culture of peaceful dialogue. Most responses referred to changes in attitudes or different kinds of social interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01