Dialogue, Worldview Inclusivity, and Intra-Religious Diversity: Addressing Diversity through Religious Education in the Finnish Basic Education Curriculum

Abstract

The purpose of this article is to discuss how religious and non-religious diversity are addressed in the current national core curriculum for religious education (RE) in basic education in Finland. We first discuss the educational developments behind the Finnish curricular reform, and then focus on issues related to RE and RE research in Finland. We then describe the key contextual contributors to the current RE curriculum in basic education before proceeding to examine how diversity is addressed in the curriculum. Based on our examination, we identify four themes in the curriculum: inter-religious diversity, religious and non-religious worldviews, cultural diversity, and dialogue skills. In RE, diversity is largely addressed within a framework of religion and multiculturality. The article ends with a call for renewal of research foci in RE.

Review of Freedom of Religion or Belief (KBB) in the Implementation of the Inter-Religious Education Model at the Defense University

“…In the Indonesian context, inter-religious education that is integrated with the values of diversity and Pancasila can strengthen national identity and promote diversity as a wealth that needs to be safeguarded together (Del Castillo et al, 2021; Sulaiman Girivirya, 2023; Niemi et al, 2020 ; Sukdaven, 2018; Ubani et al, 2020). The implementation of the inter-religious education model at the Defense University, as an institution that prepares candidates for national defense and security leaders, will be a good example for other educational institutions in realizing the ideals of diversity and freedom of religion or belief guaranteed by the Constitution to strengthen national identity.…”

Worldview literacy as intercultural citizenship education: A framework for critical, reflexive engagement in plural democracy

“…The compatibility between RE and citizenship education has long been recognised (Gearon, 2003;Jackson, 2003) and is most obvious in approaches to intercultural education (Jackson, 2014(Jackson, , 2019Johannessen and Skeie, 2019). Across Europe, the aims of RE are increasingly couched in terms of its contribution to positive engagement in multicultural society (Franken, 2021;Gunnarsson, 2021;O'Grady, 2019;Ubani et al, 2020;XX, 2015). Likewise, there is growing recognition that RE has a role in developing students as global citizens (Sarbicki, 2020).…”

Safe Space, Dangerous Territory: Young People’s Views on Preventing Radicalization through Education—Perspectives for Pre-Service Teacher Education

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