Exemplets didaktik

singularitet och subjektivitet i religionsundervisning

Abstract

This article is a philosophical investigation of the use of examples as a didactic practice in religious education. Context is the religious diversity and religious education in Sweden. It is here common to use examples to concretize, clarify and provide knowability of the content taught. Drawing on Giorgio Agamben's philosophy of examples, I argue that an example stands for itself. In its specificity and singularity, it also moves towards what is visible next to it. An example contains a movement between two singularities. This is not a movement between the part and the whole or between the particular and the general. Rather, it is a movement which involves more than just questions on methodology (and subject didactic questions). It also involves ontological issues. I thus argue that the use of examples in teaching has the potential to function as a didactic strategy, which can have implications for students' subjectivity. Overall, the article is a theoretical contribution which show how the use of examples in teaching has the potential to function as a vital didactic strategy within teaching.