Kritisk og upartisk? Utilsiktet religionskritikk i lærebøker for KRLE
DOI:
https://doi.org/10.5617/pri.6262Abstract
I denne artikkelen undersøkes fem lærebøker i KRLE med tanke på om, og eventuelt hvordan, de formidler religionskritikk samtidig som de formidler religionskunnskap. Et hovedfunn er at lærebøkene eller utgiverne så å si aldri formulerer direkte kritikk av religionene, særlig ikke når det gjelder trosforestillinger. De kan imidlertid røpe en kritisk holdning til religionene i faget når det kommer til etikk og verdispørsmål, men i stedet for å formulere denne kritikken på en tydelig måte, antydes den – ofte ved å lede leserens oppmerksomhet i retning av det som er kritikkverdig. Jeg gir også eksempler på at lærebøkene kan omhandle problematiske forestillinger og praksiser uten å antyde dette for leserne. Til sist viser jeg hvordan KRLE-bøkene kan synes å kritisere religioner indirekte ved å tillegge dem en lav grad av relevans eller historisitet.
Nøkkelord: lærebøker, krle, religionskritikk, religioner
English abstract
This essay examines five textbooks written for ten years old pupils in the subject Religious Education in Norwegian school. The analysis is carried through to find out if, and eventually how, the books are criticizing the religions they describe. One central finding is that, even if the textbooks never criticize the beliefs of any of the main religions in the subject (i.e. Christianity, Judaism, Islam, Hinduism and Buddhism), they sometimes (but not always) bring discussable ethical practices or values to the reader’s attention. Besides, some religions (or some religious concepts) are presented as relevant for the readers, while others are not. The last finding accounted for is how some religious stories are presented as historical, while others are seen as myths or legends.
Keywords: text books, religious education, religions, critizising religions
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