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Göteborgs universitets publikationer

Teaching and learning in Ethics at Intermediate Stage in Sweden

Författare och institution:
Olof Franck (Institutionen för didaktik och pedagogisk profession); Christina Osbeck (Institutionen för didaktik och pedagogisk profession)
Publicerad i:
Konferensbidrag. ECER 1 - 5 september 2014 i Porto. "The Past, Present and Future of Educational Research in Europe".,
Konferensbidrag - refereegranskat abstract
Sammanfattning (abstract):
Abstract Teaching and learning Ethics at intermediate stage in Sweden This paper reports findings from two research projects in Religious Education (RE), one ethnographic study in three Swedish school classes in grade six and one textbook study focussing on intermediate stage. Previous research indicates that ethics is one of the areas that attend least attention in RE. The reasons for this we do not know. The character of teaching, teaching tools and pupil responses in ethics at intermediate stage is almost not researched. This paper starts by discussing important ethical competences of tweens. The Swedish syllabus of RE is here related to other European syllabuses and to ethical perspectives and theories. On this base we report findings from the ethnographical study, and its questionnaire with one larger ethical task given to the pupils in the beginning of the academic year as well as in the end of the second term. Skills which seem to be present to lesser and larger degree are accounted. Perspectives that seem to be more present in the end of the academic year – which could have been developed during the academic year – are emphasised. In relation to these findings we pay attention to available and absent perspectives in some textbooks and some lessons in ethics. The paper is ended with an overarching discussion about to which degree the current perspectives of the pupils can be related to offered and absent perspectives of the textbooks and the lessons. What kind of offer of meaning, in the field of ethics, would the pupils need in order to develop such an ethical competence that the questionnaires indicate as present in a lesser degree? This question may also be seen as relevant to research concerning challenges related to an education for sustainable development. In the first project three Swedish school classes in grade 6 have been followed for one academic year, autumn 2011until spring 2012. The three classes have been located in different schools and housing areas and the focus of the observations has been “social studies” – a knowledge area which includes history, geography, civics, and religious education. The main interest, however, has been RE. Besides observations the field work has included interviews with teachers and pupils as well as collection of material used and produced in the classroom practices. The study has also included a sort of “pre test-post test design” where the same questionnaires focusing central themes in the curriculum of RE in Sweden have been used. The overarching aim of the project is to describe changes and developments in expressed perspectives of the pupils in relation to teaching and potential learning during lessons, i.e. collectively constructed meaning. In the second project, textbooks in RE for grades 4 – 6 and 7 – 9, respectively, is analyzed with a focus on how the wordings in the new curriculum, falling under the heads of core content and knowledge requirements, are treated and highlighted within relevant parts. Ethics in RE in Sweden includes teaching about ethical concepts and theoretically founded perspectives as well as specific questions concerning normative arguments and virtue ethical reasoning. The overarching aim of this project is to map some details and, perhaps, patterns regarding how ethical issues, anchored in the new curriculum and its syllabus for RE, are presented and elucidated in textbooks used within RE. Both projects may give important contributions to common research regarding ethics education for grades 4 – 6 in Swedish RE. The ethnographic study and the intertextual study both highlight important dimensions with possible relevance also in relation to a diskcussion concerning ethics education in general.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
Filosofi, etik och religion
Utbildningsvetenskap ->
Didaktik ->
Subject didactics
Ethics education, ethical competence, text book analysis
Postens nummer:
Posten skapad:
2014-09-16 10:54
Posten ändrad:
2014-09-23 14:34

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