Existential Questions in Research and Education in the Shape of a Response to Sven Hartman
(2018) In Religious Diversity and Education in Europe 37. p.47-65- Abstract
- Over the past 50 years, the concept existential question has played a less prominent role in upper secondary school curricula. The interpretation of the world view perspective has been retained until the curriculum 2000. Perspectives of personal development and interpretation of life in upper secondary school have almost disappeared. The syllabus has been content centred, reflective and analytical in priciple. Hartman says that this is a result of a growing secularization and pluralism and a scientific spirit in society. Against this, one might argue that secularization does not necessarily mean just scientific spirit. Secularization might as well mean greater transparency and boldness to discuss existential questions and life... (More)
- Over the past 50 years, the concept existential question has played a less prominent role in upper secondary school curricula. The interpretation of the world view perspective has been retained until the curriculum 2000. Perspectives of personal development and interpretation of life in upper secondary school have almost disappeared. The syllabus has been content centred, reflective and analytical in priciple. Hartman says that this is a result of a growing secularization and pluralism and a scientific spirit in society. Against this, one might argue that secularization does not necessarily mean just scientific spirit. Secularization might as well mean greater transparency and boldness to discuss existential questions and life interpretation. In addition to the overall factors in society, a contributing factor in my opinion has been the evaluation system as a basis for grading. Reasoning and interpretation of ones's own proposal is difficult to measure, and so is defining what skills can be required to the students. Perhaps it is important to realize that everything in school does not be measurable in order to be meaningful. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/7f60b44c-fa34-49a4-95f7-541bfc9146a4
- author
- Selander, Sven-Åke LU
- organization
- alternative title
- Existentiella frågor i forskning och undervisning i form av svar till Sven Hartman
- publishing date
- 2018-12-01
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- Challenging Life
- host publication
- Challenging Life : Existential Questions as a Resource for Education - Existential Questions as a Resource for Education
- series title
- Religious Diversity and Education in Europe
- editor
- Ristiniemi, Jari ; Skeie, Geir and Sporre, Karin
- volume
- 37
- pages
- 47 - 65
- publisher
- Waxmann Verlag
- ISSN
- 1862-9547
- ISBN
- 978-3-8309-3886-6
- 978-3-8309-8886-1
- language
- English
- LU publication?
- yes
- additional info
- Religious Diversity in Education in Europe [37]
- id
- 7f60b44c-fa34-49a4-95f7-541bfc9146a4
- date added to LUP
- 2019-01-05 14:22:54
- date last changed
- 2021-03-22 17:58:28
@inbook{7f60b44c-fa34-49a4-95f7-541bfc9146a4, abstract = {{Over the past 50 years, the concept existential question has played a less prominent role in upper secondary school curricula. The interpretation of the world view perspective has been retained until the curriculum 2000. Perspectives of personal development and interpretation of life in upper secondary school have almost disappeared. The syllabus has been content centred, reflective and analytical in priciple. Hartman says that this is a result of a growing secularization and pluralism and a scientific spirit in society. Against this, one might argue that secularization does not necessarily mean just scientific spirit. Secularization might as well mean greater transparency and boldness to discuss existential questions and life interpretation. In addition to the overall factors in society, a contributing factor in my opinion has been the evaluation system as a basis for grading. Reasoning and interpretation of ones's own proposal is difficult to measure, and so is defining what skills can be required to the students. Perhaps it is important to realize that everything in school does not be measurable in order to be meaningful.}}, author = {{Selander, Sven-Åke}}, booktitle = {{Challenging Life : Existential Questions as a Resource for Education}}, editor = {{Ristiniemi, Jari and Skeie, Geir and Sporre, Karin}}, isbn = {{978-3-8309-3886-6}}, issn = {{1862-9547}}, keywords = {{Challenging Life}}, language = {{eng}}, month = {{12}}, pages = {{47--65}}, publisher = {{Waxmann Verlag}}, series = {{Religious Diversity and Education in Europe}}, title = {{Existential Questions in Research and Education in the Shape of a Response to Sven Hartman}}, volume = {{37}}, year = {{2018}}, }