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

Bråten, Oddrun M. H.; Everington, Judith

doi:10.1080/14675986.2018.1539307

Cited by 24 publications

(22 citation statements)

References 17 publications

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“…The history of use, including in education, of the core concepts 'religion' and 'worldviews', is an obstacle to renewing the subject to better reflect the lived lives of people today, and thus be more relevant. For example, it was found both in the English and Norwegian context that in practical teaching one worldview had a dominant position: the secular humanist worldview (Bråten and Everington 2019). For the part of Norway, this is underlined by Schjetne and Borchgrevink Hansen (2019) article 'Emplotting a privileged position.…”

Section: Final Discussion and Conclusionmentioning

confidence: 99%

Non-binary worldviews in education

Bråten

2021

British Journal of Religious Education

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In this article, I discuss the potential of developing a kind of worldview education that has the purpose of enabling teachers and students to understand how worldviews are formed. I explore how suggestions of Ann Taves can be helpful towards such an aim and pay special attention to research into self-defined 'non-religious people. It seems their worldviews can defy the secular-religious divide and be categorised as nonbinary. Taves have suggested to use worldviews as an overarching rubric, that encompasses both religious, non-religious and non-binary views, which I see as corresponding with suggestions towards worldview education in schools. It signals a need for a new language for certain parts of human activity related to meaning-making. A kind of Worldview education is already a part of school subjects in Norway,

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Section: Final Discussion and Conclusionmentioning

confidence: 99%

Non-binary worldviews in education

Bråten

2021

British Journal of Religious Education

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“…In the 1960s, this model became increasingly challenged by the rising surge of secularization that was sweeping academia, theology, and philosophy (Jackson, 2013, p. 5). Lacking a national curriculum for religious education, many schools created their own courses, using such names as “Beliefs and Values,” “Religion,” “Belief and Religion,” and “Philosophy and Ethics.” Among the causes of this trend was the desire to create a more inclusive model of religious education (Bråten & Everington, 2018, pp. 7–8).…”

Section: Theoretical Perspectivementioning

confidence: 99%

From the scriptural to the virtual: Indonesian engineering students responses to the digitalization of Islamic education

Pabbajah

Jubba

Abdullah

et al. 2021

Teaching Theology & Religion

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Digitization has transformed how religion is studied, with religious education shifting from text-based (scriptural) to media-based (virtual). This study seeks to understand how Muslim young adults in Indonesia have responded to the digitization of Islamic education, examining not only trends in digitals religious education, but also their implications for Islamic education. It employs a qualitative descriptive approach, using observation, interviews, and focus group discussions to collect data. It finds that religious education has transformed from face-to-face discussions with religious scholars into mediated online interactions. This has resulted from three factors: the ease and affordability of online religious media, the cost and time efficiency inherent to online media, and the diversity and comprehensiveness of available digital media. This study recommends that future researchers investigate how online media can be used to promote a deeper religious understanding.

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“…There is no room here to delve into the political debates on this, but there was a clear connection to each political party's general policies on religion and society (Andersland 2019). This decision of course did not satisfy all stakeholders and the debate continues (Bråten and Everington 2019). On the other hand, there have been no controversies over the subject 'Religion and Ethics' in upper secondary education, where the name has been unchanged since 1996 (from 1976-1996 it was called 'Religion') (Andreassen and Olsen 2015).…”

Section: The New Curriculum As Part Of the Norwegian Contextmentioning

confidence: 99%

‘Deep Learning’ in Studies of Religion and Worldviews in Norwegian Schools? The Implications of the National Curriculum Renewal in 2020

Bråten

Skeie

2020

Religions

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From 2020, the National Curriculum in Norway has been totally renewed for primary, secondary, and upper secondary education. This includes the introduction of such new concepts as ‘deep learning’ and ‘core elements’ in school education. In this article, we unpack the significance of the reform for studies in religion and worldviews in Norwegian schools. We explore continuities and changes by looking at general educational trends and debates and how they become significant, specifically for the study of religion and worldviews in schools. While the changes may stem from international trends, they have been formed in a Norwegian discourse that also draws on traditions from previous curricula. Three interdisciplinary topics have been introduced: ‘health and life skills’, ‘democracy and citizenship’, and ‘sustainable development’. Emphasis is placed on competence-oriented relevance and less on the traditional classroom learning of ‘facts’. Our research question is: Which continuities and which changes are found when comparing studies of religion and worldviews in the previous and the new curricula? Our hypothesis is that continuities stem from national traditions while incentives to change are connected to rapid social change that is also reflected in supranational developments in education. Our methodology is a contextual presentation and discussion of studies of religion and worldviews, where the context we are considering includes both national and international discourses. Our objective is to inform a broader audience about recent developments in the Norwegian school, as well as to bring together important elements in this reform in a focused discussion on the framework for studies of religion and worldviews in Norwegian schools today. We identify both continuity and change, along a subject-specific—general-educational policy axis and along a national-international axis. The continued relevance of teaching about religion and worldviews in schools is strengthened in the reform, because of the potential for significant contributions to general aims of education now reflected in ‘core elements’, including for continued development of a functioning democracy.

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

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Cited by 24 publications

References 17 publications

Non-binary worldviews in education

Non-binary worldviews in education

From the scriptural to the virtual: Indonesian engineering students responses to the digitalization of Islamic education

‘Deep Learning’ in Studies of Religion and Worldviews in Norwegian Schools? The Implications of the National Curriculum Renewal in 2020

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