Andrew Thomas teaches at the Faculty of Education, University College Østfold. He has several years of experience teaching Religion and Ethics, History, Philosophy, Social Sciences and English at secondary schools in Norway as well as in higher education. His previous research includes work on church history, asceticism, and forms of contextual theology.Alf Rolin teaches in religious studies at the Faculty of Education, University College Østfold and currently leads the postgraduate teacher training programme. He has qualifications in both religious studies and pedagogy, and has published widely on issues in religious education as well as new forms of religiosity.
Finnes det systematiske forskjeller mellom hvordan religion illustreres i norske lærebøker i religionsfagene? Denne artikkelen analyserer hvordan bilder uten religionsspesifikke markører fordeles blant kapitler om individuelle religioner i tilgjengelige lærebøker i dag. Bildene som velges ut, viser seg å ofte brukes til å forklare, delvis forsvare, religiøse ideer. Frekvensen av slike bilder er høyest i kapitler om buddhisme, dernest kristendom, og ellers tilnærmet fraværende. Ser vi på selve bildene, kan vi oppdage konkrete teknikker som justerer leserens avstand til den illustrerte ideen. Denne ulikheten støtter tidligere forskning som viser systematiske forskjeller i hvordan ulike religioner framstilles som henholdsvis eksotiske og filosofiske, og som har konsekvenser for hvordan individuelle religioner konstrueres og skal behandles i klasserommet.
Nøkkelord: Religion, lærebøker, illustrasjoner, bilder, religionsforskjeller, religionsdefinisjoner
Hva er omvendt klasseromsundervisning? Hvordan kan det utvikles til et bedre redskap i undervisning i religion og filosofi? Nøkkelord: omvendt klasserom, flipped classroom, krle, religion og etikk, religionsdidaktikk
Do educational theories affect enfranchisement asymmetrically? This article analyses two sets of thinking skills in religious education as apparatuses, taking observations and political documents as a starting point. The thinking skills are described in terms of the roles they allocate, the attention and affect they direct, values and truth-criteria they foster, and the extent to which they make aspects of religion visible and invisible. Taking a cue from Butler’s question, “When is Life Grievable?”, attention is paid more to the distribution of an apparatus than its validity or effectiveness. How do sets of thinking skills distribute opportunities to make particular strategic choices? When is learning truly and equally shared?
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