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.
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