Truth Claims, Commitment and Openness in Finnish Islamic and Lutheran Religious Education Classrooms

Autor/in	Kimanen, Anuleena
Titel	Truth Claims, Commitment and Openness in Finnish Islamic and Lutheran Religious Education Classrooms
Quelle	In: Issues in Educational Research, 29 (2019) 1, S.141-157 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Ethics; Islam; Religious Education; Minority Groups; Comparative Analysis; Foreign Countries; Teaching Methods; Teacher Student Relationship; Protestants; Discourse Analysis; Observation; Teacher Attitudes; Student Attitudes; Critical Thinking; Religious Factors; Self Concept; Cultural Background; Educational Objectives; Christianity; Muslims; Finland + Suchen Sie Ihr Suchwort? Ethik; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ethnische Minderheit; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Protestantism; Protestantismus; Diskursanalyse; Beobachtung; Lehrerverhalten; Schülerverhalten; Kritisches Denken; Selbstkonzept; Educational objective; Bildungsziel; Erziehungsziel; Christentum; Muslim; Muslimin; Finnland
Abstract	This article examines how two Finnish religious education (RE) teachers, one in Islamic and one in Lutheran RE, seek to construct openness when dealing with religious truth claims and religious commitment, the key areas in which indoctrination might take place. It also observes how these constructions work in the classroom and explains them in the light of teacher intentions and pupil pre-understandings of the RE classroom setting. Focusing on Islamic RE contests secular and Protestant discourses concerning the practices of RE in Europe, especially in denominational settings. Comparing the two contexts, Islamic minority and Lutheran majority RE, also helps to avoid over-interpretations about the impact of Islam. The issue is approached by combining classroom observations with teacher and pupil perspectives expressed in interviews. The findings suggest that there was frequent mismatch between teacher goals and pupil interpretation. In order to 'do openness' in the classroom more effectively, RE teachers should regard openness and critical thinking as learning objectives instead of mere circumstances of learning. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01