Spiritual sensitivity in the classroom: a teaching experiment in Finnish upper secondary religious education

Ikonen, Essi; Ubani, Martin

doi:10.1080/1364436x.2014.909387

Cited by 11 publications

(3 citation statements)

References 13 publications

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“…The research has explored topics such as integrated classroom practice in RE (Åhs et al 2019b;Korkeakoski and Ubani 2018;Ubani 2018aUbani , 2018b, intercultural and interreligious sensitivity (Holm et al 2019;Holm et al 2011Holm et al , 2014Kuusisto et al 2014), classroom dialogue and religion and conflicts in schools (Ubani 2016;Ubani et al 2015;Kimanen 2019) and minority RE and identities (Rissanen 2014(Rissanen , 2019Zilliacus 2014Zilliacus , 2019Hyvärinen and Metso 2018). Recently, there has also been an upsurge in interest in research on worldviews and dialogue in religious education (e.g., Kavonius et al 2015), and other topics such as confessionality (Kimanen 2015(Kimanen , 2016a(Kimanen , 2016b, spirituality (Tirri and Ubani 2013;Ubani 2007;Ikonen and Ubani 2014), and worldview awareness (Lamminmäki-Vartia and Kuusisto 2017) have also been studied.…”

Section: Developments With Regard To Re Research and Diversity In Finland: The Multiculturalist Discoursementioning

confidence: 99%

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

et al. 2020

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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.

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Section: Developments With Regard To Re Research and Diversity In Finland: The Multiculturalist Discoursementioning

confidence: 99%

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

et al. 2020

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“…The emerging third type of research on spirituality is also functional in its emphasis as it wishes to examine the expressions of spirituality in their authentic setting. This means that, instead of applying foundational research output into real life situations theoretically, the contextualised research on spirituality aims to find out the role spirituality has in those real life situations such as classrooms (Ng 2012;Ikonen and Ubani 2014) -or vice versa. In this form of research, issues such as the conditions for spiritual experiences are examined.…”

Section: Issues In Spiritual Formation In Early Lifespan Contextsmentioning

confidence: 99%

Issues in spiritual formation in early lifespan contexts

Ubani

Murtonen

2018

International Journal of Children's Spirituality

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“…A Finnish study (Ikonen and Ubani 2014) explored the effectiveness of experiential spiritual education among older adolescents in state schools. Teachers invited students to engage in times of silent reflection on meditation prompts and then encouraged to join in a voluntary dialogue about those materials.…”

Section: Program Assessmentsmentioning

confidence: 99%