Etikmomentets svårigheter: Vad som kan behövas för att återkoppla undervisningen till de etiska resonemangsmodellerna
Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
The purpose of this paper is to examine the ethical element in religious education in Swedish upper secondary school because it’s not as obvious to teach in as the ordinary religious education that is based on the five world religions. In order to answer the questions, how do you make religious education more life-challenge-based and more existentially relevant and why some teachers prevent to reconnect the ethical reasoning models when dealing with religions or philosophies, a qualitative study was chosen. It means that the researcher should understand and interpret the results. A social constructivist theory was chosen to be able to interpret and understand the results.
The conclusion of this study is that the teaching of religion need to follow the development of society. To make religious education in upper secondary schools more life-challenge-based and more existential relevant, the education needs to be designed so students recognize themselves in their ethnicity and religion. Media and school is the main arena where students gain knowledge of the religion. It’s important that the teacher understands how media presents religion and also that teaching is objective.
Teachers need knowledge and a clear purpose in his teaching to not get caught up in the students' personal views and to avoid that as teachers do not reconnect the ethical reasoning models when dealing with religions or philosophies. If teachers are to reconnect with the ethical reasoning models, the students need at an early stage gain knowledge about the theory. The course is relatively short, which means that it is important for teachers to plan multiple tasks to save time. Religion Teachers need to look into individual student group's needs and interests in the design of teaching and ensure students identities are at different levels. The difference in the levels of the students makes it difficult for some students to understand the linguistic practice and it is important to clarify concepts in a wider content be able to use ethical reasoning models. The ethical reasoning models need to be clarified to be able to use for teaching in a recurring way in religious education. The reason why teachers don’t use reasoning models can be based from uncertainty in their knowledge and perhaps also uncertainty towards the students.
Place, publisher, year, edition, pages
2017. , 36 p.
Ethical, feedback, upper secondary school, existential
IdentifiersURN: urn:nbn:se:kau:diva-47868OAI: oai:DiVA.org:kau-47868DiVA: diva2:1072528
Subject / course
Religious Studies and Theology
Secondary Education Programme: Upper-Secondary School: Social Science (330 ECTS credits)