6 research outputs found
What kind of tensions are involved in the pedagogical use of religious narratives? Perspectives from Finnish Evangelic Lutheran and Islamic religious education
Kohti reflektiivistä katsomuskasvatusta
Tässä artikkelissa käsitellään reflektiivisyyttä katsomuskasvatuksen kontekstissa filosofisista ja teoreettisista näkökulmista. Katsomuskasvatus tulkitaan tässä laajasti: se kattaa elämänkatsomustiedon ja uskontojen opetuksen lisäksi kaiken kasvatuksen, joka tukee katsomuksen muodostumista ja identiteettityötä. Reflektiivinen katsomuskasvatus asettuu vastakohdaksi indoktrinatiiviselle kasvatukselle, jossa pyritään iskostamaan tietynlaiseen oppiin tai uskomusjärjestelmään perustuva ajattelutapa oppilaiden mieliin. Reflektiivisen katsomuskasvatuksen tarkoitus on antaa lapselle ja nuorelle välineitä määritellä identiteettiään ja maailmankuvaansa. Artikkelissa esitetään uusi reflektiivisen katsomuskasvatuksen malli, jossa sovelletaan indoktrinaation kriittistä teoriaa sekä identiteetin ja kriittisen reflektion käsitteitä. Mallin pohjalta ehdotetaan, että katsomusreflektiivinen kasvatus edellyttää sekä kasvattajan minäpositioon kohdistuvaa identiteettireflektiivisyyttä että yhteisöön ja siinä vallitseviin kasvatuskäytäntöihin kohdistuvaa käytäntöreflektiivisyyttä.In this article, reflectivity is discussed in the context of worldview education from the philosophical and theoretical perspectives. Worldview education is understood in a broad sense: it covers not only teaching (secular) Ethics and religions but all education that supports worldview and identity work. Reflective worldview education contrasts with indoctrinative education, which seeks to instill a given doctrine or a belief system in students’ minds. The purpose of reflective worldview education is to provide children and young people with tools to achieve their personal identity and worldview. In this article, we introduce a novel model for reflective worldview education. In this model, theories of critical indoctrination, identity work and critical reflection are applied. Based on the model, it is concluded that worldview-reflective education requires both identity-reflectivity about the positioned self of the educator, and a practice-reflective approach to the prevailing educational practices
Pedagogical Purposes of Narratives in Worldview Education : Teachers' Conceptions
This study explores teachers’ pedagogical purposes for using narratives in Finnish religious and worldview education. The article stems from a philosophical and pedagogical view on narrative cognition as a fundamental element of worldview education. Teachers work as interpreters of the cultural stock of stories, including culturally fundamental religious narratives, and convert it into a pedagogical tool for identity work. The research data consists of interviews with primary school class teachers (N=6) about using narratives in the context of worldview education. Using qualitative content analysis as a research method, four main categories were identified. Teachers used the narratives: (1) to offer knowledge about religions and worldviews to their pupils; (2) to help their pupils to reflect on existential and transcendental issues; (3) to develop pupils’ ethical abilities; and (4) to promote pupils’ sense of community. Narratives are used in diverse ways; teachers use narratives in a dialogical manner in teaching, and pupils are encouraged to share their own thoughts and ideas. The narrative approach in worldview education provides means for teachers to promote conditions for a safe space and promote dialogue enabling worldview reflection. Narratives have a lot to offer for pluralistic and polyphonic education, opening up diverse ways of viewing the world. The study confirms that the narrative approach offers promising potential for worldview education but, given the restrictions of the small sample of this study, further research is needed.peerReviewe