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Existential Questions in Research and Education in the Shape of a Response to Sven Hartman

Selander, Sven-Åke LU (2018) In Religious Diversity and Education in Europe 37. p.47-65
Abstract (Swedish)
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:
author
organization
alternative title
Existentiella frågor i forskning och undervisning i form av svar till Sven Hartman
publishing date
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 ; Sporre, Karin ; ; and
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
2019-01-07 17:25:10
@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},
  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},
}