Religionskritikk i klasserommet. Fag, kritikk og ontologi i norsk skule
DOI:
https://doi.org/10.5617/pri.6260Abstract
Artikkelen utforskar spørsmålet om religionskritikk i norsk skule med særleg blikk på religions- og livssynsundervisninga i grunnskule (KRLE) og på vidaregåande trinn (RE). Eg tar utgangspunkt i to bidrag av nyare dato til tematikken, frå filosofen Gunnar
Skirbekk og religionsvitaren Bengt-Ove Andreassen. Ut frå ei drøfting av religionskritikkens form og funksjon i klasserommet ønskjer eg å retta merksemd mot det didak-tisk sett viktige spørsmålet om skulefagets praktiske ontologi. Med dette meiner eg spørsmålet om kva som grunnleggjande sett får sleppa til som relevante perspektiv og gyldige rammer for skulen sitt KRLE/RE-fag. Det er her viktig at skulefaget ivaretar eit ope arbeids- og samtalerom, som i sin tur inneber eit fagleg perspektiv- og metodemangfald i det didaktiske arbeidet, også i måten ein arbeider med religionskritikk på.
Nøkkelord: religionskritikk, fagontologi, religionsdidaktikk, perspektivmangfald, KRLE/RE
My text explores the topic of the critique of religion in the Norwegian school system, paying particular attention to the school subject of religion, philosophy and ethics (in Norway: KRLE and RE). I take my departure from two different positions in the field – one a historian of religion, the other a philosopher – in order to focus on the didactically important question of domain ontology. By this I mean the question of what, in terms of basic parameters drawn up for the school subject, is permitted as relevant perspectives and frames of reference for the exploration of religion and world-views in the classroom. My own argument supports sustaining a range of perspectives in our educational praxis, in order to accomodate a complex understanding as well as opening towards a more facetted critique of the phenomena in question.
Keywords: the critique of religion, domain ontology, didactics of religion, plurality of perspectives, RE
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