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Individuality and Solidarity: the Role and Goals in Religious Education
[external].
2004 (English)In: Towards a European Perspective on Religious Education / [ed] Rune Larsson, Caroline Gustavsson, Artos och Norma förlag , 2004, 157-165 p.Chapter in book (Other academic)
Sustainable development
The content falls within the scope of Sustainable Development
Abstract [en]

When I was born, in 1949, teachers in Sweden were not allowed to teach religion if they did not belong to the Swedish Lutheran Church.1 The name of the subject in school was ‘Christianity’ and religious education was also mainly about Christianity. Religion was in fact seen as a guarantee for security and stability. The society at that time, about fifty years ago, had changed from an agricultural society to an industrial one. This required a disciplined, specialized and rational worker. But during the last fifty years the economy and working life have gone through extensive changes. Nowadays only about 15% are employed in the manufacturing industry in Sweden and there is an increasing demand for a reflective, enterprising human being with power of initiative and personal accountability. As a logical consequence the society sometimes designates as a ‘K-society’ with knowledge, competence, competition, communication and creativity in focus (all words in Swedish being spelled with‘k’ as the first letter)

Place, publisher, year, edition, pages
Artos och Norma förlag , 2004. 157-165 p.
Series
Bibliotheca theologiae practicae, ISSN 0519-9859 ; 74
Keyword [en]
Individuality, Solidarity, Religious education, ethical values, values edcuation
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hb:diva-8209Local ID: 2320/11785ISBN: 91-7580-276-7 (print)OAI: oai:DiVA.org:hb-8209DiVA: diva2:889092
Available from: 2015-12-22 Created: 2015-12-22

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