The Norwegian <i>Christianity, Religion and Philosophy</i> subject <i>KRL</i> in Strasbourg

Lied, Sidsel

doi:10.1080/01416200903112474

Cited by 22 publications

(16 citation statements)

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“…New aims also include exploring religion and worldviews nationally and globally, which has not been stated so clearly before, and the point of exploring religion in media and popular culture is an example of a new subject-specific competence aim. There are examples of continuity also on the general level, as can be seen in the value base underpinning the education, based on Christian and Humanist heritage and tradition, updated in 2008 after the verdict in the European Court of Human Rights (Lied 2009). The value base is not specific to studies of religion and worldviews.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…Exemptions could only be granted from certain activities that from the point of view of pupils and parents were considered religious or in breach of their own worldview. The curriculum was challenged in court both in Norway and internationally, which led to key points being changed in 2008 after a verdict in the European Court of Human Rights (Lied 2009). The inclusive nature of the subject drew more on the ideas behind the 'neutral' (secular) Worldviews Education, but large parts of the content had strong similarities with the earlier 'Knowledge about Christianity'.…”

Section: The New Curriculum As Part Of the Norwegian Contextmentioning

confidence: 99%

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‘Deep Learning’ in Studies of Religion and Worldviews in Norwegian Schools? The Implications of the National Curriculum Renewal in 2020

Bråten

Skeie

2020

Religions

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From 2020, the National Curriculum in Norway has been totally renewed for primary, secondary, and upper secondary education. This includes the introduction of such new concepts as ‘deep learning’ and ‘core elements’ in school education. In this article, we unpack the significance of the reform for studies in religion and worldviews in Norwegian schools. We explore continuities and changes by looking at general educational trends and debates and how they become significant, specifically for the study of religion and worldviews in schools. While the changes may stem from international trends, they have been formed in a Norwegian discourse that also draws on traditions from previous curricula. Three interdisciplinary topics have been introduced: ‘health and life skills’, ‘democracy and citizenship’, and ‘sustainable development’. Emphasis is placed on competence-oriented relevance and less on the traditional classroom learning of ‘facts’. Our research question is: Which continuities and which changes are found when comparing studies of religion and worldviews in the previous and the new curricula? Our hypothesis is that continuities stem from national traditions while incentives to change are connected to rapid social change that is also reflected in supranational developments in education. Our methodology is a contextual presentation and discussion of studies of religion and worldviews, where the context we are considering includes both national and international discourses. Our objective is to inform a broader audience about recent developments in the Norwegian school, as well as to bring together important elements in this reform in a focused discussion on the framework for studies of religion and worldviews in Norwegian schools today. We identify both continuity and change, along a subject-specific—general-educational policy axis and along a national-international axis. The continued relevance of teaching about religion and worldviews in schools is strengthened in the reform, because of the potential for significant contributions to general aims of education now reflected in ‘core elements’, including for continued development of a functioning democracy.

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Section: Discussion Of Resultsmentioning

confidence: 99%

Section: The New Curriculum As Part Of the Norwegian Contextmentioning

confidence: 99%

‘Deep Learning’ in Studies of Religion and Worldviews in Norwegian Schools? The Implications of the National Curriculum Renewal in 2020

Bråten

Skeie

2020

Religions

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“…I 2007 ble den norske stat dømt av Den europeiske menneskerettighetsdomsstolen (EMD) i Strasbourg for brudd på artikkel 2, protokoll nr. 1, vedrørende foreldres rett til å oppdra sine barn i tråd med egen overbevisning (Lied, 2009). Det var dermed flere ting som tilsa at en ny formålsbestemmelse for barnehage og skole måtte på plass.…”

Section: Formålsbestemmelsen I Barnehagelovenunclassified

Perspektiver på hva en førskolelærer trenger å kunne om religion: Rammeplananalyse og preskriptive innspill

Andreassen

2011

nbf

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What does a preschool teacher need to know about religion? This question is discussed in two separate parts of the article. The first part is a curriculum analysis of the framework surrounding Early Childhood Education and the three year undergraduate program for preschool teachers in Norway. The analysis leads to a critical discussion on the bias towards Christian values in this framework. The second part of the article is prescriptive, answering the article's research question. The outline of what a preschool teacher's competence on religion should consist of draws on the analysis and critical discussion in the first part. Here, arguments for including perspectives drawn from secular academic Religious studies in the three-year undergraduate program for preschool teachers are presented. The main argument is that perspectives from Religious studies will ensure equal treatment of all religions and life views, and thus ensure the teaching to be in accordance with international conventions regarding human rights, which Norway are committed to.

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“…A main reason for this was that the Norwegian state in 2007 had received a verdict against KRL from the European Court of Human Rights (Lied 2009). …”

Section: Introduction and Research Issuementioning

confidence: 99%

“…I shall comment in detail on expressions by 'Dennis' (the 1980s), 'Eivind' and 'Erna' (the 1990s), and 'Fiona' (2008/ 2009). All the names are invented.…”

mentioning

confidence: 99%

Voices and perspectives in Norwegian pupils’ work on religions and world views: a diachronic study applying sociocultural learning theory

Haakedal

2011

British Journal of Religious Education

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The Norwegian Christianity, Religion and Philosophy subject KRL in Strasbourg

Cited by 22 publications

References 1 publication

‘Deep Learning’ in Studies of Religion and Worldviews in Norwegian Schools? The Implications of the National Curriculum Renewal in 2020

‘Deep Learning’ in Studies of Religion and Worldviews in Norwegian Schools? The Implications of the National Curriculum Renewal in 2020

Perspektiver på hva en førskolelærer trenger å kunne om religion: Rammeplananalyse og preskriptive innspill

Voices and perspectives in Norwegian pupils’ work on religions and world views: a diachronic study applying sociocultural learning theory

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