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'Knowledge About Religions' and Analytical Skills in Religious Education

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'Knowledge About Religions' and Analytical Skills in Religious Education c e p s Journal | Vol.9 | No4 | Year 2019 73 doi: 10.26529/cepsj.676 ‘Knowledge about Religions’ and Analytical Skills in Religious Education: Reflections from a Norwegian Context Bengt-Ove Andreassen1 • Religious education appears in many different models and varies be- tween educational systems and national contexts. Theoretically, religious education is usually divided into confessional and non-confessional models. However, as several researchers have pointed out, the non- confessional models can be ‘marinated’ in confessional religion. In most national contexts, regardless of the model on which it is based, religious education is intended to serve the promotion of social cohesion by way of promoting knowledge and understanding of the new multi-religious world. However, in official documents and scholarly literature, there is a taken-for-granted relationship between ‘knowledge of religion’ and such general aims. In the article, critical questions concerning this relation- ship will be raised. Keywords: religious education, curriculum, 21st-century skills, Nor- way, epistemology 1 Department of Education, UiT – The Arctic University of Norway; Norway; [email protected]. 74 knowledge about religions’ and analytical skills in religious education ‘Znanje o religijah’ in analitične veščine v religijskem izobraževanju: razmisleki iz norveškega konteksta Bengt-Ove Andreassen • Religijsko izobraževanje se pojavlja v obliki različnih modelov ter se ra- zlikuje med izobraževalnimi sistemi in nacionalnimi konteksti. V teoriji religijsko izobraževanje običajno delimo na nekonfesionalne in konfe- sionalne modele, vendar so – kot izpostavljajo številni avtorji – lahko nekonfesionalni modeli ‘marinirani’ v konfesionalni religiji. Ne glede na model, na katerem temelji religijsko izobraževanje, je to v večini na- cionalnih kontekstov namenjeno podpori družbene kohezije na način, da promovira znanje in razumevanje novega multireligijskega sveta. V uradnih dokumentih in akademski literaturi pa obstoji samoumevnost odnosa med ‘znanjem o religiji’ in takšnimi splošnimi cilji. Članek kritično preučuje ta odnos. Ključne besede: religijsko izobraževanje, kurikulum, veščine 21. stoletja, Norveška, epistemologija c e p s Journal | Vol.9 | No4 | Year 2019 75 In this article, I aim to raise some critical reflections and questions re- garding ‘knowledge about religion’ in religious education (RE). Based on ex- amples from Norwegian RE, I will critically discuss what ‘knowledge about religions’ is and argue for the importance of analytical and interpretative skills in RE. The discussions will relate to an ongoing process of developing new cur- ricula for RE in Norway, in which ideas from the 21st-century movement have been influential. Background – RE in the Norwegian educational system The background for this article is my work with RE in a Norwegian educational context. RE in Norway is based on an integrative model and thus a subject that is non-confessional and should include all pupils, regardless of religious or non-religious background (cf. Alberts, 2007). The Norwegian Edu- cation Act (Section 2-4) clearly states that the teaching should be critical, objec- tive and pluralistic.2 In primary and secondary school (years 1-10), the subject is usually labelled ‘KRLE’, which is an abbreviation of Christianity, religion, secu- lar world views and ethics (cf. The Norwegian Directorate for Education and Training, 2015). In upper secondary school (years 11-13), the subject is labelled ‘Religion and Ethics’ (Norwegian: Religion og etikk). In this article, I will use the term commonly used in English, ‘RE’ (Religious Education), when I write about RE in general and use ‘KRLE’ and ‘Religion and Ethics’ when I refer to each of the specific subjects. In 2018, an extensive process of designing new curricula for all school subjects was underway in Norway. The process started in 2017 and was initiated at the political level, aiming to develop and improve already existing curricula. A primary aim was to design ‘subjects for the future’, inspired by recommenda- tions from international institutions like the Organization for Economic Co- operation and Development (OECD).3 Presenting ideas for what a subject for the future might look like, these recommendations are highly influenced by the 21st century skills movement. Related to RE, the question at stake is, of course, what an RE subject for the future looks like. The background to this curriculum reform was formulated in an Official Norwegian Report, entitled The School of the Future. Renewal of Subjects and Competences (NOU, 2015, p. 8). A significant feature in this report is how ideas about 21st-century skills are translated into the context of Norwegian education 2 ThThe e Norwegian Education Act in English: https://www.regjeringen.no/contentassets/b3b9e92c-https://www.regjeringen.no/contentassets/b3b9e92c- ce6742c39581b661a019e504/education-act-norway-with-amendments-entered-2014-2.pdf. 3 cf. OECD projects like Education 2030 (http://www.oecd.org/education/2030/) and documents like OECD (2018). 76 knowledge about religions’ and analytical skills in religious education policy (cf. Hilt, Riese, & Søreide, 2019). When this report was delivered, the government had already started to prepare how curriculum reform should proceed. Firstly, a new Core Curriculum applicable to primary, secondary and upper-secondary school was presented in the summer of 2017.4 This will not be implemented before the fall of 2020, together with new curricula in each school subject. The new Core Curriculum (Chapter 2.5) states that the school should facilitate learning through three interdisciplinary themes: public health and livelihood, democracy and citizenship, and sustainable development. These interdisciplinary themes are integrated into each of the curricula for the various school subjects and are intended to serve the purpose of creating a connection between topics in each subject. The belief in ‘knowledge about religions’ in RE In curricula in different national contexts, in official documents and re- commendations from international organisations, and in surprisingly much of the scholarly literature on RE, there is often a presumed idea that learning about religions leads to understanding and tolerance. In 2007, the Organization for Security and Co-operation in Europe (OSCE) issued the report, Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools (OSCE, 2007). In this report, there are arguments that knowledge about religion(s) (and secular world views) is necessary in order to understand society, its history and culture, in both the past and present. In addition, it states that knowledge about religion ‘has the valuable potential of reducing conflicts that are based on lack of under- standing for others’ beliefs’ (cf. OSCE, 2007, pp. 76–77). The report says nothing about either the epistemological basis for this knowledge or skills that might be important in learning about religions. Attempts to present important skills can be found in the Council of Eu- rope publication, Religious Diversity and Intercultural Education: A Reference Book for Schools (Keast, 2007). In this reference book, different approaches in teaching RE are outlined, and, in some of these examples, skills for developing such competencies are discussed (i.e., Jackson, 2007, pp. 79–83; Milot, 2007, pp. 51–54). The same applies to the report, Signposts (Jackson, 2014, pp. 33–46), in which Robert Jackson outlines the ‘interpretive approach’ in RE. Inspired by interpretive anthropology and the works of Clifford Geertz, Jackson and his colleagues at Warwick University developed the ‘interpretive approach’ in RE 4 ThThe e new Core Curriculum has not been translated into English yet. Link to the Norwegian ver-ver- sion: https://www.udir.no/laring-og-trivsel/lareplanverket/overordnet-del/. Link to English ver- sion: https://www.udir.no/lk20/overordnet-del/?lang=eng c e p s Journal | Vol.9 | No4 | Year 2019 77 in the late 1990s. However, the relation between knowledge, skills and general competencies also remains somewhat blurry in Jackson’s work. One might also say that the assumed relation between ‘knowledge about religion(s)’ is the main idea in the arguments for a non-confessional RE sub- ject in public schools. Providing ‘knowledge about religion’, RE is expected to play a central role in addressing extremism (cf. Whitlock, 2017) and develop- ing tolerance and understanding (cf. Jackson, 2012; Weissman, 2009). If one removes the idea that ‘knowledge about religion’ is a basis for such aims, one might say that the basis for a non-confessional RE is also removed. There is no doubt that the ‘knowledge dimension’ in RE is important. However, it is not a given that knowledge about religions automatically leads to understanding, respect and/or tolerance. Norwegian scholars Marie von der Lippe and Sissel Undheim (2017, pp. 14–15) have pointed out that there is no causality in know- ledge about religions leading to understanding ‘the other’ or tolerance. In an English report, a similar paradox is pointed out: ‘The paradox of education is that it has tremendous potential for both good and bad dependent on its use and implementation’ (Gosh, Manuel, Chan, Dilmulati, & Babaei, 2016, p. 17). The keywords are ‘dependent on its use and implementation’. What pupils learn will depend on several factors: How the teaching is conducted, the framing of the teacher, dominating public discourses that serve as an interpretative refer- ence
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