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Comparative analyses of conceptions of ethical competence with special regard to Nordic syllabuses. International Seminar on Religious Education and Values (ISREV), Session XX, 31st of July to 5th of August, University of St Mary on the Lake, Chicago. Symposium 4 Ethical competences - comparisons between a few countries: Olof Franck, Karin Sporre

Författare och institution:
Olof Franck (Institutionen för didaktik och pedagogisk profession)
Publicerad i:
International Seminar on Religious Education and Values, Session XX July - August 2016. Values, Human Rights and Education Sunday 31st of July to Friday 5th August 2016. Conference booklet.,
Konferensbidrag - refereegranskat abstract
Sammanfattning (abstract):
The aim of the first of these papers is to present a comparative study regarding how the concept of ethical competence is expressed and elaborated in Nordic curricula and, specifically, in Nordic syllabuses for RE. The paper starts with a review of an interpretive analysis of conceptions of ethical competence in the Swedish syllabus for RE in compulsory school, where five “abilities” relevant to an understanding of the concept in question are found to be implied, for example the ability to analyze ethical issues, and to reason by using ethical concepts. This review constitutes the starting point for a comparative examination of correspondent conceptions of ethical competence in the syllabuses for RE in the other Nordic countries with a specific focus on the Finnish and the Icelandic ones. The reason for choosing this focus is that both these syllabuses include formulations which seem to imply dimensions of ethical competence, that seem to be lacking in the RE syllabuses in Sweden, but also in Norway and in Denmark. What is at stake here is particularly dimensions of action competence: while ethical competence, not least in the Swedish RE syllabus, seems to be elaborated in more or less theoretical terms, the elaborations of the concept in the Finnish and the Icelandic ones seem to allow for the involvement of moral engagement and personal action. This in turn raises the issue of how the teaching of ethics is presented in the policy documents in question: as, for example, values education or character education respectively.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
Filosofi, etik och religion ->
ethics, ethical competence, Nordic syllabuses
Ytterligare information:
Symposiets båda bidrag har sin hemvist i det av Vetenskapsrådet finansierade forskningsprojektet What may be learnt in ethics. Varieties of conceptions of ethical competence to be taught in compulsory school (Dnr 2014-2030).
Postens nummer:
Posten skapad:
2016-08-07 08:31

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