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How can Religious Education profit from Ethnographic Studies?

How can Religious Education profit from Ethnographic Studies?. International Conference Bremen 30.10.03 Heid Leganger-Krogstad University of Oslo Educational Department. Contextual approach to RE through use of ethnographic / anthropological methods.

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How can Religious Education profit from Ethnographic Studies?

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  1. How can Religious Education profit from Ethnographic Studies? International Conference Bremen 30.10.03 Heid Leganger-Krogstad University of Oslo Educational Department

  2. Contextual approach to REthrough use of ethnographic / anthropological methods • Religion as a phenomenon in life (Alfred Schutz) • Children’s experience as basis for education • Focus on ability – opposite “not-yet-adult-human-beings” • Religion as it is empirically observable in society and lifeworld (lebenswelt ) • Teacher trainers, students and pupils make use of ethnographic studies: participant observation, field studies, interviews and historical studies in context • Give priority to first-hand experiences – and not teach only through second-hand experiences

  3. Contextual didactics • Article in the Festschrift for Jürgen Lott explains contextual didactics in a multicultural north of Norway setting • In this case: discussed in an urban perspective – (Oslo)

  4. Children’s explorative way of behaviour as an ideal for education – systematic and reflective use in a classroom setting Material manifestations of religion used with the intention of making religion more perceivable for the younger pupils Religion as a perspective on life – in a mainly secular school setting Religious ”wirkungsgeschichte” in local environment

  5. global Europe nation first- hand experiences region local society schooldistrict neighbourhood friends / neighbours kindergarten/ school travels/visitors family imagination/ fiction play/ drama Media/ ICT/ literature second- hand experiences ‚ƒ

  6. Religious practice through artefacts • Cultural landscape, architecture, historical signs, monuments • Music, art, symbols, traditions, language and use of names • Holy texts, narratives and songs • Institutions and values • Clothing, food, days and hours, rites, rituals, customs, behaviour • Events, discussions in media • Attitude to natural environment • Members and leaders

  7. Impressions from Oslo • Short trip into the city with the teacher training students • Written task: signs of God in the city • Reflections on the notion of religion • Pupils: customs in my family • Observations in the local community • Visiting holy houses in the neighbourhood, historical sites and monuments • Analysing newspapers and the coloured press

  8. Participant obervation in use in upper secondary education • Carin Laudrup: Example of RE in DenmarkCogree Conference in Vienna2– 5 May 2002 • RELIGIOUS COMMUNITIES FIELD WORK –UPPER SECONDARY • experienced reality • social context • smells, breaths, moves • ”the frozen moment” • objective a goal in itself • subjective • personal experience

  9. Facts about Norway • The ‘waste’ land without people (3000 km from south to north) • 13.8 inhabitants pro km2 (Germany: 230) • Young nation – outside EU • Going from poverty to richness in 30 years • Ideals of equality • Local history and identity important • New immigrants in urban areas

  10. One school for all(Einheitsschule) • comprehensive school for 98.3 % of all children – 10 years from age of 6 • local school (mirrors the local culture) • all children integrated • streaming not allowed • permanent differentiation or segregation not allowed • equal opportunities • no formal assessment before age 13 • 3 years further education - open to all - differentiated

  11. Norway – pluralistic society today? Multireligious? • Population: 4.5 million • 4. 100 000 Christians • 3,900 000 members of Church of Norway • 70 000 Muslims • 8 000 Buddhist • 2 700 Hindus • 2 500 Sikhs • 1 000 Jews (Official statistics of religions 01.01.02)

  12. Actual presence of multireligious plurality is quite small, but …. • Actual plurality – not a question of numbers only • The presence of one single Muslim child in a classroom - alters the situation • Global plurality affects every classroom • Modern plurality is visible on many levels: national, institutional, congregational, group and individual • Information flow makes a variety of life interpretation and world views part of children’s world

  13. Changes in RE in Norway during 30 years • From a confessional monoreligious model - 1974 • Via a parallel model – 1987 • To a common non-confessional multireligious model -1997________________ Historic lecture presented in Zürich: • http://folk.uio.no/heidl/ • http://www.paed.unizh.ch/institut/home/download_aktuell/ReferatLeganger.pdf

  14. KRL: Christentums-, Religions- und Lebengestaltungskunde • Common classroom – dialogical room • Regular school subject • Formal curriculum – Parliamentary decision • Primary religious education - in the families and in religious institutions • Text books – responsibility for the publishers without any influence from religious institutions • Teacher – regardless of confessional background • Total 780 lessons in the course of 10 years

  15. School subject • Global view & contextually based curriculum • Nationally decided common core curriculum & • local adaptation up to 50 % at primary stage up to 30 % at secondary stage

  16. References: • Birkedal, Erling. 1994. "Church and School in Norway." PANORAMA International Journal of Comparative Religions Education and Values 6:48-56. • Enger, Trond. 1998. "Religious Education for all pupils - The Norwegian Way." PANORAMA International Journal of Comparative Religions Education and Values 10:122-134. • —. 2001. "Religious Education for all Pupils stands Trial - the Norwegian Experimence after three years." Panorama 13:77-87. • Haakedal, Elisabet. 2001a. "Contextual Teaching and Learning in Religious Education." Pp. 165179 in Towards Religious Competence : Diversity as a Challenge for Education in Europe, edited by H.-G. Heimbrock, C. T. Scheilke, and P. Schreiner. Münster / Hamburg / Berlin / London: LIT Verlag,165179. • —. 2001b. "From Lutheran Catechism to World Religions and Humanism : Dilemmas and Middle Ways through the Story of Norwegian Religious Education." British Journal of Religious Education 23:88-97. • Heimbrock, H.-G. (Ed.). (1998). Religionspädagogik und Phämenologie : von der empirischen Wendung zur Lebenswelt. Weinheim: Deutscher Studien Verlag. • Heimbrock, H.-G. (2001). Religion lernen vor Ort. Schönberger Hefte, 2001(3), 2-9 • KUF. 1990. Curriculum guidelines for compulsory education in Norway. M87 English edition. Oslo: Aschehoug / The Ministry of Education and Research.

  17. —. 1999. "National Curriculum for Compulsory School (Læreplanverket for den 10-årige grunnskolen - 1996)." vol. 2001: Royal Ministry of Education, Research and Church affairs. • Leganger-Krogstad, Heid. 1997. "Religious Education in the Norwegian School System." Pp. 171-183 in Religion, church and education in the Barents Region, edited by R. E. Kristiansen and N. M. Terebichin. Arkhangelsk: Publishers of Pomor State University,171-183. • —. 2001. "Religious Education in a Global Perspective : A Contextual Approach." Pp. 53-73 in Towards Religious Competence : Diversity as a Challenge for Education in Europe, edited by H.-G. Heimbrock, C. T. Scheilke, and P. Schreiner. Münster / Hamburg / Berlin / London: LIT Verlag,53-73. • —. 2003. "Dialogue among young citizens in a pluralistic religious education classroom." Pp. 169-190 in International Perspectives on Citizenship, Education and Religious Diversity, edited by R. Jackson. London: RoutledgeFalmer,169-190. • Leirvik, Oddbjørn. 1999. "Theology, Religious Studies and Religious Education." Pp. 75-83 in Diversity as Ethos : Challenges for Interreligious and Intercultural Education, edited by D. Chidester, J. Stonier, and J. Tobler. Cape Town: University of Cape Town ICRSA,75-83. • Læringssenteret. 2002. KRL-boka : Kristendoms-, religions- og livssynskunnskap : Læreplan for den 10-årige grunnskolen : Læreplanveiledning : Rundskriv om KRL-faget og begrenset fritak : Informasjon til foreldre og skjema for delvis fritak. Oslo: Læringssenteret.

  18. NOU1995:9. Official Norwegian Report: Identitet og dialog : kristendomskunnskap, livssynskunnskap og religionsundervisning (Identity and dialogue. Christian knowledge and religious and ethical education). Oslo: KUF. • Rasmussen, Tarald. 2000. "The New Norwegian "KRL" Subject and Religious Freedom: a Report." Studia Theologica 54:19-34. • Selander, Sven-Åke. 1999. "State, Church and School in the Scandinavian countries - in a European perspective." Pp. 54-75 in Into the third Millenium : EFTRE conference August 1998 in Copenhagen, vol. 31, Årsbok 1999, edited by N.-Å. Tidman. Malmö: Föreningen lärare i religionskunskap,54-75. • Østberg, Sissel. 1997. "Religious Education in a Multicultural Society: The quest for Identity and Dialog." Pp. 147-154 in Crossing Boundaries : Contributions to Interreligious and Intercultural Education, edited by T. Andree, C. Bakker, and P. Schreiner. Münster: Comenius-Institut,147-154. • http://folk.uio.no/heidl/

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