@misc{8bceca3d-4b32-4d9e-a275-86e302eddeba,
  abstract     = {{Since the late 1990s, a new school subject has emerged in Taiwan and Hong Kong, called “Life Education” (shengming jiaoyu 生命教育) that resembles Swedish forms of livskundskap. Inspired by the desire to assist students in their search for orientation in life and to counteract the alarmingly high suicide rate among young people in a success-driven society, Taiwan’s Ministry of Education has worked continuously over the past 30 years to create space for reflection and self-development in schools. In secondary high schools, Life Education has become a credit-bearing course informed by philosophical and religious thought. While religion has been considered a private matter for decades, with this school subject, reflections about religious thought and practice, as well as religious organisations, are becoming present at schools. How can we contextualise this development? To what extent is “religion” present in Life Education schoolbooks? And can this development be instructive for other religiously plural and hybrid contexts? We trace this development through a historical overview of the emergence of this initiative in Taiwan and Hong Kong and illustrate its characteristics by analysing the representation of Buddhism in schoolbooks from Taiwan and Hong Kong, drawing on our ongoing research at Lund University on Life<br/>Education. The contribution concludes with a reflection on the relevance of Life Education for teaching religion in religiously superdiverse contexts.}},
  author       = {{Guggenmos, Esther-Maria and Lu, Yulin}},
  issn         = {{0348-8918}},
  language     = {{eng}},
  pages        = {{139--152}},
  publisher    = {{Föreningen lärare i religionskunskap}},
  series       = {{Föreningen Lärare i religionskunskap. Årsbok}},
  title        = {{How to teach young adults life orientation today? New approaches from Taiwan and Hong Kong}},
  volume       = {{56}},
  year         = {{2025}},
}