Kunnskapsproblemet og utforsking med ulike metoder: Å lære om vis-a-vis å lære hvordan
DOI:
https://doi.org/10.5617/pri.9699Abstract
What knowledge should “exploration with different methods” lead to? In order to provide possible answers to this question, the article presents a knowledge table, proposing a subject specific vocabulary to describe different forms of knowledge in RE (Religious Education). The table distinguishes between learning about religion/religions and worldviews, and learning about academic methods used to explore these subjects. It is argued that the relationship between learning about and learning how one can get knowledge about religion/religions and worldviews is a key to contemporary RE didactics. Learning about comprises substantive knowledge, closely related to facts, and three candidates for advanced forms of knowledge that the article explores: situated knowledge, powerful knowledge and threshold concepts, and disciplinary knowledge. Besides arguing for the value of securing that students learn how they can get knowledge about religion/religions and worldviews, the article discusses how exploration with different methods can be understood in relation to substantive and advanced forms of knowledge in RE.
Keywords: Knowledge, learning about, learning how, methods, exploration
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