The courage to be: the impact of Lebensphilosophie on Danish RE

Böwadt, Pia Rose

doi:10.1080/01416200802559981

Cited by 16 publications

(9 citation statements)

References 1 publication

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“…Life philosophy is put forward as the overall perspective in the official curriculum and guideline for RE in the elementary and lower-secondary school in Denmark. See alsoBöwadt, 2009.…”

mentioning

confidence: 99%

A study-of-Religion(s)-Based Religion Education: Skills, Knowledge, and Aims

Kjeldsen

2019

CEPSj

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Different approaches to religion education have been in place for a long time or developed more recently to meet growing religious and cultural plurality in European countries and schools. In this article, I summarise and discuss basic principles for a study-of-religion(s) approach to religion education, adding arguments and perspectives from critical theories about education in general. I shall also argue that national curricula for, respectively, religion education in Sweden and History in Denmark indicate that analytical-critical skills can be a central part of religion education in elementary and lower secondary public schools. The structure of the article is based on a modified version of the ‘map of history’ developed by the scholar of education and history education Rosie Turner-Bisset who has formulated principles for teaching History in primary schools. The model will be used as a framework, for systematising and discussing key principles of a study-of-religions approach to religion education with reference to three categories: 1) attitudes, 2) skills and concepts, and 3) knowledge.

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“…Life philosophy is put forward as the overall perspective in the official curriculum and guideline for RE in the elementary and lower-secondary school in Denmark. See alsoBöwadt, 2009.…”

mentioning

confidence: 99%

A study-of-Religion(s)-Based Religion Education: Skills, Knowledge, and Aims

Kjeldsen

2019

CEPSj

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“…As presently, a new RE syllabus is introduced in Norway it could be interesting to follow up on how matters of dialogue and questions of children and youth are to be didactically approached in the new KRLE. The Danish focus on life-philosophy has been in depth studied and elaborated on by Böwadt (2009Böwadt ( , 2019 pointing to the influential work of the theologians N.F.S. Grundtvig (1783-1872) and K.E.…”

Section: Concluding Discussionmentioning

confidence: 99%

Children’s existential questions – recognized in Scandinavian curricula, or not?

Sporre

2021

Journal of Curriculum Studies

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Do curricular texts address children's existential questions and how are such questions to be met in school? This is the crucial question of this study. It consists of a comparative content analysis of Swedish, Norwegian, and Danish national curricula for religious education, in use in 2019. To provide a background to this content analysis the varying and shifting ways in which Swedish curricula from 1969 up to 2011 expressed 'livsfrågor' and educational responses to them have been studied. As a new theme 'livsfrågor', meaning existential questions, was introduced in 1969 in the Swedish curriculum for compulsory school. A comparison of the Scandinavian curricula of today shows that the Danish one most explicitly addresses the importance of children's existential questions; the Norwegian subtly emphasizes a dialogue with school children; while the Swedish syllabus links existential questions to worldviews, general systems of thought, and not to addressing students' own questions. In the characterization of the curricula, two curricular codes, a proclamatory and a dialogical, as suggested by Hartman , and the three purposes of education by Biesta (qualification, socialisation, and subjectification) have been used. Although it studies students' existential questions in religious education, this study contributes towards general didactical discussions on the role of children's questions and possible educational responses to them.

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“…There the existential slant had always been present, ever since Kierkegaard's day (Böwadt, 2009). There the existential slant had always been present, ever since Kierkegaard's day (Böwadt, 2009).…”

Section: S Hartman (B)mentioning

confidence: 97%

Values, Religions and Education in Changing Societies

Sporre¹,

Mannberg²

2011

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The courage to be: the impact of Lebensphilosophie on Danish RE

Cited by 16 publications

References 1 publication

A study-of-Religion(s)-Based Religion Education: Skills, Knowledge, and Aims

A study-of-Religion(s)-Based Religion Education: Skills, Knowledge, and Aims

Children’s existential questions – recognized in Scandinavian curricula, or not?

Values, Religions and Education in Changing Societies

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