<i>Religionswissenschaft</i>and the challenge of multi-religious student groups

Thurfjell, David

doi:10.1080/0048721x.2011.579784

Cited by 8 publications

(5 citation statements)

References 3 publications

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“…Nongbri (2013) claims that all attempts to empty the concept of a Christian content have so far been fruitless. Thurfjell (2016), in agreement with other researchers in the field, emphasises that the whole project of capturing a universal core in everything called 'religion' is doomed. The idea of religion as a universally identifiable category thus needs to be abandoned and cannot be saved with the help of new definitions.…”

Section: Theoretical Considerationssupporting

confidence: 83%

“…The criticism of the academic use of the concept of religion as an analytical tool is primarily about the fact that it is Western in character and therefore not universally applicable. In the research field of critical religion, the main criticism of the concept is that it contains a significant Christian element, which means a focus on an individual's faith, church organisation, moral teaching and the importance of a holy scripture (Thurfjell 2016). However, the Western influence can also be associated with Enlightenment thinking, which is about the intellectual dimension of religion coming to the fore and becoming more abstract.…”

Section: Theoretical Considerationsmentioning

confidence: 99%

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Learning about What? Non-Confessional Religious Education after the Dissolution of the Binary Categories ‘Religion’ and ‘Secular’

Thalén

2023

Social Sciences

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The binary division between ‘religion’ and ‘secular’ as an analytical tool has long been criticised within the research field of ‘critical religion’ in religious studies. There has also been a parallel critique in the academic discussion about post-secularity. Recently, sociologists have picked up and deepened this criticism, as expressed in Mitsutoshi Horii’s book ‘Religion’ and ‘Secular’ Categories in Sociology: Decolonizing the Modern Myth (2021). Based on a critical processing of Horii’s application to sociology, the aim of this article is to discuss the challenges for non-confessional religious education (RE) that the ongoing dismantling of this binary division entails. In particular, it looks at how a non-confessional RE could be designed that transcends the binary division and how powerful knowledge could be understood in a non-binary context.

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Section: Theoretical Considerationssupporting

confidence: 83%

Section: Theoretical Considerationsmentioning

confidence: 99%

Learning about What? Non-Confessional Religious Education after the Dissolution of the Binary Categories ‘Religion’ and ‘Secular’

Thalén

2023

Social Sciences

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“…This cannot be done in a simplistic way, which I fear is often the case. Perspectivism, selfreflection, methodological agnosticism and contextualization have to be brought into the discussion on what non-denominational teaching means in a 'post-Lutheran majority culture' (Thurfjell 2011).…”

Section: Reflexivity Neededmentioning

confidence: 99%

The Politics and Pedagogy of Religion Education: Policies, Syllabi and Future Prospects

Tayob¹

2018

CS&P

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In this article, I use the experience of a Czech doctoral student to discuss why religion education in Sweden can be understood as both deeply Lutheran and at the same time neutral and objective. In doing this, I look at the present syllabus in religion education, point to some of the changes that have been made in relation to the previous syllabus, and highlight some of the controversies that arose when it was written in 2010. I also put Swedish religion education and Swedish educational system in a historical context, pointing to its relation to liberal theology and cultural Protestantism. In addition, I present how teacher education is organized for religion education teachers and how the academic Study of Religions has been an important part of this during recent decades. At the end of the article I reflect upon the protestant taste of Sweden's 'non-denominational and neutral' religion education.

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“…The tensions described concern the principle of freedom of religion: Is it right to force a pupil to participate? It also concerns the separation of church and state in a secular state (Berglund, 2013;Thurfjell, 2011).…”

Section: School a And B: Implications Of Freedom Of Religion Understood Primarily As Practical Problemsmentioning

confidence: 99%

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Klerfelt¹,

Fahlén²,

Gravesen³

et al. 2018

IJREE

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Since the 2/2017 issue, I've taken the position of editor-in-charge of the International Journal for Research on Extended Education (IJREE). As many of you have witnessed during the past few decades, extended education is becoming a vibrant part of the world's educational culture. A variety of extended education programs and activities are thriving and providing opportunities for learning and development to students across the globe. In line with this movement, there is a growing body of research in this field. Particularly, many efforts have been made to conduct international comparative studies. One example is the newly launched WERA IRN Extended Education (World Education Research Association, International Research Network).In the 2/2017 issue, we have five General Contributions. Anna Klerfelt, employing sociocultural and dialogical perspectives, investigated how professional identities are formed among teachers in school-age educare centres in Sweden. Bakhtin's notion of 'authoring' is one key concept in her study to shed light on the commonly shared discourse unifying the professional identity among Swedish teachers. Marie Fahlén examined the issues of freedom of religion versus secular values, which are potentially conflicting concepts in the everyday practices of Swedish schools. Given the increasingly multi-religious society along with intensifying globalization, discussions on this topic could be applicable to nearly every country in the world. David Thore Gravesen and Lea Ringskou analyzed the work of pedagogues in the Danish Primary School and Leisure-Time Center. They suggested a new concept of 'timeagogy', which provides a very interesting perspective to the extended education community. Atara Sivan and Gertrude Po Kwan Siu investigated how extended education is manifested in a place where schooling and academic performance are of primary focus. Looking into the case of extended education in Hong Kong, their research shows that extended education can have the potential to be a vehicle for not only students' all-round development but also families' reproduction strategy. Finally, Björn Haglund and Louise Peterson, employing the viewpoints of the staff at leisure-time centres, examined what kinds of outcomes are expected from children by playing board games at leisure-time centres in Sweden.

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Religionswissenschaftand the challenge of multi-religious student groups

Cited by 8 publications

References 3 publications

Learning about What? Non-Confessional Religious Education after the Dissolution of the Binary Categories ‘Religion’ and ‘Secular’

Learning about What? Non-Confessional Religious Education after the Dissolution of the Binary Categories ‘Religion’ and ‘Secular’

The Politics and Pedagogy of Religion Education: Policies, Syllabi and Future Prospects

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