Underlying the focusses of this article concerning 1) Swedish curricula, 2) different kinds of EE internationally and 3) empirical EE research, are the questions concerning what constitutes central content in ethics, and how ethics and religion as parts of an RE subject can be related to each other. It has been shown how EE can be of different kinds where some constructions place EE within RE, like the Swedish one, even if EE in the form of general values education or as hidden curriculum should not be forgotten. The analyses of Swedish RE curricula show a development where ethics in the beginning of the 1960s almost exclusively was liked to Christian faith but later became a knowledge area rather separated from religions. The different areas demand different activities of the students. While EE requires active reasoning and position taking, the content concerning religions is limited to be put in comparison to the student's own ethical perspectives. Moreover, empirical Swedish research has shown how EE within the RE subject tends to be marginalized and understood as having rather unclear knowledge character. It can be interpreted as rather one-dimensional, focussing on an argumentative competence, when a multidimensional understanding seems to be more common in current research. Based on ethics theory and socio-cultural learning theory, competence in the field can be understood as depending on acquired and contextually privileged moral discourses, which means that narratives - secular as well as religious - seem to be of great value.

Enthalten in:
Theo-Web [Elektronische Ressource]; 2023/2 Zeitschrift für Religionspädagogik (2023)

---

Weiterführende Informationen

• weiterführende Informationen

---

Serie / Reihe: Theo-Web

Personen: Osbeck, Christina

Schlagwörter: Religionsunterricht Bildungsinhalt Religiöse Erziehung Werteerziehung Ethikunterricht Schweden Wertevermittlung