Urkundsläsning : Lärarutbildning utvecklingsarbete rapport

Detta är en L3-uppsats från Luleå tekniska universitet/Pedagogik språk och Ämnesdidaktik

Författare: John Doherty; [2018]

Nyckelord: ;

Sammanfattning: This study reports a series of lectures with the didactic experiment of introducing high school religious studies students to focused readings of specific, randomly chosen passages from the central scriptures of several major world religions. The study addresses the question whether or not the students’ evaluation of the readings indicates that this didactic technique fulfills a useful purpose in regard to the Swedish School Board’s knowledge requirements for the religious studies course. Teacher candidates are required to creatively test a didactic technique and this study explores therefore the little-known area of students’ reactions to direct exposure to religious narratives in their traditional contexts. Survey questioning of the student participants is juxtapositioned with the surveying of a larger test group. The value of the reading of religious narratives is examined in regard to secularization theory and its belief/knowledge dichotomy. The study indicates that the voice of traditional wisdom contained in religious narratives deserves further attention as a means to achieve the Swedish curriculum’s citizenship and erudition goals. Keywords: scripture, religions, religious studies, knowledge requirements, didactics, survey, measurement, standpoint, secularization, citizenship, belief

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