27 SES 03 C, Textbooks in Teaching and Learning Social Sciences
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.
The 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 – and which could have been developed during this 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.
Bachtin, Michail (1997). Frågan om talgenrer. I E. Hættner & T. Götselius (Red.), Genreteori (s. 203-239). Lund: Studentlitteratur. Bödwadt, Pia Rose (2009). ”Education of Life Itself. A Discussion of Lebensphilosophie , Education and Religious Education According to K. E. Løgstrup and O. F. Bollnow”, i Skeie, Geir (red): Religious Diversity and Education. Nordic Perspectives. Münster: Waxmann, s 69 – 82. Foucault, Michel (2002). Vetandets arkeologi. Lund: Arkiv förlag. Franck, Olof (2005). Den goda människan och värdegrunden. Demokratins värden och det integrera(n)de medborgarskapet. Integrationsverkets stencilserie 2005:02. Norrköping: Integrationsverket. Franck, Olof (2013a). ”Veta rätt och göra gott – etik som didaktiskt kunskapsområde”, i Samhällsämnenas didaktik. Åk 4 – 6. (Red: Olof Franck). Lund: Studentlitteratur s 91 – 122). Franck, (2013b). "Etisk litteracitet - om filosofiska förutsättningar för att utveckla ämnesdidaktiska perspektiv med hänsyn till kursplanen i religionskunskap (Lgr11)", i Marner, Anders & Örtegren, Hans (red): KLÄM. Konferenstexter om Lärande, Ämnesdidaktik och Mediebruk. ~Tilde - skriftserie nr. 1, Institutionen för estetiska ämnen, Umeå universitet, s 178 – 197). Gadamer, Hans George (2004). Truth and Method. London: Continuum. Grimmitt, Michael. 1987. Religious education and human development. Great Wakering: McCrimmons. Hogan, Pádraig (2011). ”The ethical orientations of education as a practice in its own right”. Ethics and Education, Vol 6, No1, 27 – 40. Jackson, Robert. 1997. Religious education. An interpretive approach. London: Hodder and Stoughton. MacIntyre, Alasdair (2007). After Virtue: A Study in Moral Theory, 3rd ed. University of Notre Dame Press. Nussbaum, Martha (1988). Cultivating Humanity. Classical Defense of Reform in Liberal Education. Harvard University Press. Nussbaum, Martha (2012). Not for Profit – Why Democracy Needs the Humanities.Princeton University Press. Osbeck, Christina (2013). Social Studies – A part of a Context Constructing Central RE Knowledge in Sweden. In G. Skeie, J. Everington, I. ter Avest, S. Miedema. Exploring Context in Religious Education research. Münster: Waxmann. Osbeck, Christina & Lied, Sidsel (2012). Hegemonic speech genres of classrooms and their importance for RE learning, British Journal of Religious Education, 34(2), 155-168 Wertsch, James V. (1991). Voices of the mind. A Sociocultural approach to mediated action.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.