Religion og livssyn som begreper i LK20: Utforsking som strategi for å åpne begrepene
DOI:
https://doi.org/10.5617/pri.9701Abstract
In this article we investigate how the terms “religion” and “worldviews” (Norw. livssyn) are used in the new national curricula from 2020 and ask: How to avoid simplified presentations and ways to allow students to explore the phenomena of religion and worldviews as complex historical and present negotiated phenomena? Our reading of the curriculum plans reveals occasional instances of essentializing language and a continuation of privileged positions of Christianity (in the shape of the Norwegian “version”) as religion, but also of the secular humanist worldview (in the shape of its Norwegian history), as worldview. We detect a certain tension to ideals also expressed in the curricula, of open exploration of the phenomena. In this article we discuss why essentialization and privileging of certain traditions can be seen as problematic, but also suggest pragmatic solutions related to ways of theorizing about these core concepts which can pave the way for non-essentialising open approaches in practical teaching and learning. We argue for an exploratory approach to the study of religion and worldviews in schools, as a strategy for opening up the concepts of religion and worldviews to students, in accordance with intentions in core element 2 in the new curricula, which is to explore religion and worldviews with varied methods.
Keywords: Religious education, religion, worldview, enquiry-based approach, non-binary worldviews, interpretive approach, RE-searchers, non-essentialist religion, open and closed concepts
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