Religious Education in Finnish School System

Kallioniemi, Arto; Ubani, Martin

doi:10.1007/978-94-6300-776-4_12

Cited by 15 publications

(15 citation statements)

References 2 publications

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“…Religious education, or its alternative, secular ethics education, are compulsory subjects in the national education in Finland and they are organized according to the religious denomination of the pupils (see e.g., Kallioniemi and Ubani 2016). As religious education has a long history in the Finnish school system and as the vast majority of the citizens have been members of the Evangelic-Lutheran church, RE lessons have been relatively easy to organize as part of the lesson pool equal to biology or mathematics, for example.…”

Section: Educational Statusmentioning

confidence: 99%

How and Why Education Counters Ideological Extremism in Finland

et al. 2018

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The intensification of radical and extremist thinking has become an international cause of concern and the fear related to terrorism has increased worldwide. Early 21st century public discourses have been correspondingly marked by hate speech and ideological propaganda spread from a variety of perspectives through the intensified presence of global social media networks. In many countries, governments have reacted to these perceived and actual threats by drafting policies and preventive programs and legal-security interventions to tackle radicalization, terrorism itself, as well as ideological extremism. Many of the current strategies point to the critical role of societal education. As a result, educational institutions have gained growing importance as platforms for different kinds of prevention protocols or counter-terrorism strategies. However, notably less attention has been paid on the consistencies of values between the aims of the educational strategies for preventing or countering ideological extremism and the core functions of education in fostering individual and societal well-being and growth. Using Finnish education as a case, this paper discusses the challenges and possibilities related to educational institutions as spaces for preventing violent extremism, with special regard to the religious and nationalistic ideologies that divert from those inherent in the national hegemony. This study highlights the need to plan counter-terrorism strategies in line with national educational policies through what we conceptualize as ‘institutional habitus’.

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Section: Educational Statusmentioning

confidence: 99%

How and Why Education Counters Ideological Extremism in Finland

et al. 2018

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“…esim. Kallioniemi & Ubani, 2016;Miedema, 2014;Poulter, 2013aPoulter, , 2013bSaine, 2000;Zilliacus, 2014) mutta vastaavaa vertailevaa tutkimusta oppiaineiden sisällöistä ei ole aiemmin tehty. Lähinnä vastaava on Pyysiäisen (2000) tutkimus, jossa tarkastellaan eri uskontojen opetussuunnitelmia.…”

Section: Johdantounclassified

Katsomuksellinen yleissivistys uskonnon ja  elämänkatsomustiedon perusopetuksen opetussuunnitelman (2014) perusteissa

Koirikivi

Poulter

Salmenkivi

et al. 2019

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Tutkimuksessa vastataan kysymykseen siitä, millaista katsomuksellista yleissivistystä eri uskontojen ja elämänkatsomustiedon opetus tarjoaa sekä millaisia eroja ja yhtäläisyyksiä niiden välillä on. Tutkimusaineistona on perusopetuksen opetussuunnitelman perusteiden (vuodelta 2014) viiden eri uskonto-oppiaineen sekä elämänkatsomustiedon sisältöalueet, jotka analysoidaan aineistolähtöisesti. Vastaavaa vertailevaa tutkimusta oppiaineiden sisällöistä ei ole aiemmin tehty. Tutkimuksen päätulokset osoittavat, että opetussuunnitelman perusteiden sisällöistä on tunnistettavissa yhteisesti jaettuja näkökulmia mutta myös selviä eroja. Keskeisin jännitteinen kysymys liittyy siihen, miten katsomusaineisiin sisäänrakennettu olettama lapsen omasta taustatraditiosta ja katsomusten keskinäinen erilaisuus vaikuttavat tavoiteltavaan yleissivistykseen. Kysymys liittyy yksittäisiä oppiainesisältöjä laajempaan kysymykseen siitä, millä perustein ja kenen näkökulmista katsomuksellisen yleissivistyksen kriteerit julkisessa koululaitoksessa tulisi määritellä. Comprehensive general knowledge and literacy of religions and worldviews in national core curricula (2014) of religious education and secular ethics education in Finnish basic education Abstract In the Finnish context, the teaching and learning of religions and worldviews are carried out mainly in the disciplines of religious education or secular ethics education. However, even though these school subjects are parallel to each other, previous studies have not focused on investigating how and in what ways these two school subjects are both similar and different in their approaches to providing the students with comprehensive general knowledge and literacy about religions and worldviews. For filling this gap in knowledge, this study analyses the curricular content areas of five different religious education curricula and the secular ethics curriculum with thematic content analysis. The findings of this study are relevant for developing the role that religious and secular ethics education has within Finnish basic education. Keywords: secular ethics education, comprehensive general knowledge and literacy of religions and worldviews, worldview education, curriculum, basic education, religious education

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“…As well, the absence of theological or religious concepts in the essays might have reflected the delicate position of RE in Finland, which was mentioned by a third of the students (N=24; 29%). RE has been frequently debated and questioned as subject matter during the planning of the National Core Curriculum and allocation of lesson hours (Kallioniemi and Ubani 2012).…”

Section: Subject-specific Aims Of Rementioning

confidence: 99%

The core of religious education: Finnish student teachers’ pedagogical aims

Kuusisto¹,

Tirri²

2014

Journal of Beliefs & Values

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This article investigated the core of religious education (RE) by examining Finnish student teachers' pedagogical aims in the context of Lutheran RE. The data consisted of essays (N=82) analysed in a deductive manner using the main concepts of the didactic triangle together with the aims of the Finnish National Core Curriculum. The student teachers identified familiarising oneself with one's own and other religions in addition to growing ethically and understanding the religious dimension of life as the core goals of RE. By attaining these goals, pupils may also achieve the higher order aims of RE and cross-curricular goals of the curriculum. A teacher's pedagogical and moral competence as well as expertise in subject matter was emphasised, and the pedagogical relation with students was also seen as important. A deeper understanding of pupils and the importance of a didactic relation in teaching were identified as pedagogical aims that need to be pursued further.

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Religious Education in Finnish School System

Cited by 15 publications

References 2 publications

How and Why Education Counters Ideological Extremism in Finland

How and Why Education Counters Ideological Extremism in Finland

Katsomuksellinen yleissivistys uskonnon ja  elämänkatsomustiedon perusopetuksen opetussuunnitelman (2014) perusteissa

The core of religious education: Finnish student teachers’ pedagogical aims

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Religious Education in Finnish School System

Cited by 15 publications

References 2 publications

How and Why Education Counters Ideological Extremism in Finland

How and Why Education Counters Ideological Extremism in Finland

Katsomuksellinen yleissivistys uskonnon ja elämänkatsomustiedon perusopetuksen opetussuunnitelman (2014) perusteissa

The core of religious education: Finnish student teachers’ pedagogical aims

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Katsomuksellinen yleissivistys uskonnon ja  elämänkatsomustiedon perusopetuksen opetussuunnitelman (2014) perusteissa