From Lutheran Catechism to World Religions and Humanism: Dilemmas and Middle Ways through the Story of Norwegian Religious Education

Norwegian Religious Education Workbooks after World War II: Exploring Teachers’ Workbook Constructions by Interpreting Traces of Textbooks and National Curricula

“…well known (e.g. Haakedal, 2001;Skottene, 1994), this article will not contribute to a narrative presentation of post-war RE. It will, rather, explore RE teachers' conditions and contingencies for workbook construction during times of curricular stability and change.…”

“…the chronology of the Western religions and a universalistic type of ethics, represents a principle of non-confessional RE as opposed to the pre-1997 confessional Christian RE. The new RE of 1997, called KRL, was very much a top-down curricular construction (Haakedal, 2001;Telhaug, 2008). Its legitimising rationale was to provide a common ground of mutual understanding in a society of diversity and acceptance of the need for common ethical principles, which might be supported from the perspectives of the pupil's own religious tradition or secular meaning system.…”

Unearthing Ecumenical Influences on Education Policy in England and Norway using Statement Archaeology

“…According to Oddrun Bråten, the 'purpose of the first school law in Norway was to ensure the nurture of children into the state religion'. 16 From the introduction of compulsory schooling in Norway in 1739, 17 education had primarily centered on supporting the introduction of compulsory Confirmation into the Lutheran Church. 18 From its introduction in 1739 until 1912, Confirmation was considered as entry to adulthood, and was a requirement for entering military service, getting married or giving evidence in court.…”

Issues in the integration of religious education and worldviews education in an intercultural context

“…However, the existence of two forms of education conflicted with a long standing political commitment to a unitary education system and national curriculum that would meet the needs and reflect the backgrounds of all pupils (Skeie and Bråten 2014). In 1997, following extensive debate and negotiation, there was integration of the two subjects, 'Knowledge of Worldviews' and 'Christian education', and the creation of a new subject to be studied by all pupils (Haakedal 2000).…”