Med rom for flere stemmer? En kritisk analyse av tre nye læreverk for konfirmantundervisning i Den norske kirke
DOI:
https://doi.org/10.5617/pri.6151Abstract
Artikkelen undersøker tre nye læreverk for konfirmasjonsundervisning i Den norske kirke med kriterier hentet fra lærebokanalyse. Fokuset ligger på flerstemmigheten i det fremstilte materialet: Flerstemmighet i innhold presentert i håndbøkene, mangfoldet i representasjonen av konfirmanter og deres egne religiøse praksiser, og stimuleringen av flerstemmighet i samtale og undervisning. Flerstemmighet fremstår ikke som et viktig anliggende i de undersøkte læreverk. Fri meningsutveksling blant konfirmanter er til dels ikke tilsiktet i det hele tatt, til dels begrenset innenfor rammene av en grunnleggende tilslutning til tradisjonell kirkelig lære. Læreverkene lager spirituelle og rituelle praksiser som er spesifikke for konfirmantåret, heller enn å representere konfirmantenes egen religiøse praksis. Læreverkene førsøker å understreke gyldigheten av kristen lære gjennom rituelle og spirituelle praksiser, heller enn å legge opp til en debatt der flere synspunkt blir synlig. Undervisningsforslagene kombinerer i hovedsak fiktive tekster med bibelske referanser og skaper på den måten et narrativt univers som er atskilt fra hverdagslivet, men også fra aktuelle teologiske og etiske problemstillinger. Det diskuteres avslutningsvis kort om dette narrative universet kan ha sin forankring i kristent ungdomsarbeid som pedagogisk provins i en avstand fra voksenverden.
Nøkkelord: Konfirmasjon Lærerveiledning Tekstbokanalyse Konfirmantbok Flerstemmighet Kristen praksis Ungdom
The article analyzes three recently published teacher's handbooks and workbooks for confirmation classes in the Church of Norway, using methods of textbook analysis. The article focusses on the plurality of voices represented: the plurality of content and methods displayed in the handbook, the representation of students and their own different religious practices, and the stimulation of a plural exchange of meaning in class. A plurality of voices is not a prominent concern in the teachers' handbooks. The handbooks either do not aim at a free exchange of meanings amongst the students at all or limit it within a broad consent to traditional Christian teachings. The handbooks design spiritual and ritual practices typical for confirmation time rather than represent the students' own experiences with religious practice. The handbooks sometimes try to establish the authority of Christian teachings with the help of ritual and spiritual practices, rather than stimulate a debate with a plurality of perspectives. Teaching suggestions tend to combine fictional with biblical references, creating a narrative universe apart from everyday life concerns or contemporary theological and ethical discussions. The article discusses briefly whether this narrativity stems from Christian youth work being part of a pedagogical province apart from adult society.
Keywords: Religion confirmation, teacher's guide, textbook analysis, confirmation workbooks, christian practice, youth, religion
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