Children’s existential questions and worldviews: possible RE responses to performance anxiety and an increasing risk of exclusion

IF 1.1 0 RELIGION
Christina Osbeck, Katarina Kärnebro, Annika Lilja, Karin Sporre
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引用次数: 0

Abstract

The aim of this article is to examine patterns in Swedish children’s existential questions and worldviews in 2020 in relation to patterns from 1970 and 1987, but also to point towards a further discussion of importance, about possible RE responses to these findings. The material, children’s texts, comes both from studies conducted by Sven Hartman and colleagues in the 1970s and 1980s, and from new empirical studies. The children’s responses are collected according to the same method, sentence completion tasks, in both cases. Theoretically, the article is anchored in both the tradition of Swedish worldview studies and the new international interest in these perspectives for religious education. Existential questions and worldviews are seen as interdependent in human beings’ life interpretations, which are continuously developing and are both sociocultural and existential in nature. The empirical findings show a strong and increasing focus on relationships, but also a recurrent focus on achievements, which relates to school as context and community. In relation to these findings, the article stresses the importance of RE responses, and discusses concretely what such responses might advantageously include. Among other things, the importance is stressed of an RE that offers the student greater awareness of her life interpretations, and encourages her to develop broader repertoires of frameworks, through which the student might have a better chance to be the author of her own life, which is inevitably a collectively shared life.

儿童的存在问题和世界观:RE 对成绩焦虑和日益增加的排斥风险可能做出的反应
本文旨在研究 2020 年瑞典儿童的存在主义问题和世界观的模式与 1970 年和 1987 年的模式之间的关系,同时也指出了进一步讨论的重要性,即对这些发现可能采取的 RE 应对措施。儿童文本材料既来自斯文-哈特曼(Sven Hartman)及其同事在 20 世纪 70 年代和 80 年代进行的研究,也来自新的实证研究。在这两种情况下,儿童的回答都是根据相同的方法(句子完成任务)收集的。从理论上讲,这篇文章既立足于瑞典世界观研究的传统,又着眼于国际上对这些宗教教育观点的新兴趣。存在主义问题和世界观在人类的生活解释中被视为是相互依存的,而人类的生活解释是不断发展的,具有社会文化和存在主义的性质。实证研究结果表明,人们越来越关注人际关系,但也经常关注成就,这与作为环境和社区的学校有关。针对这些发现,文章强调了 RE 应对措施的重要性,并具体讨论了这些应对措施可能具有的优势。除其他事项外,文章还强调了 RE 的重要性,即让学生更好地了解自己的生活解释,并鼓励她发展更广泛的框架,通过这些框架,学生可能有更好的机会成为自己生活的作者,而这种生活不可避免地是一种集体共享的生活。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
自引率
50.00%
发文量
28
期刊介绍: Journal of Religious Education is a refereed publication for the academic exploration of the task of religious education in modern society. The journal helps disseminate original writings and research in religious education and catechesis - particularly as it relates to the faith formation of children and young people. Articles for publication on religious education in various contexts and on related areas, as well as book reviews are welcome.
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