Examination arrangement

Course content

This course focus on scientific approaches to the study of religions and life stances with emphasis on how institutions and organizations have developed and changed throughout history, and how this has been and is expressed in the media, in social venues, and in material culture. The course will explore how historical and sociological perspectives are positioned within theories of science and history of science, and examine religions and life stances within historical and current contexts. The didactical aspect of the course will explore the empirical presence of historical and sociological perspectives within the CREE curriculum, teaching material and practical teaching. Didactical perspectives on possibilities and challenges related to these scientific approaches to the study of religions and life stances will be presented and discussed. The amount of teaching related to Christianity and other CREE-topics will be similar to the amount devoted to the different topics in school curricula.

Learning outcome

Knowledge

The student

• has in-depth knowledge of the relationship between institutionalized forms of religion and worldviews, individuals' religion and life stances, and the role religions and worldviews play in society
• has advanced knowledge of Christian institutions within a historical and a current perspective
• has advanced knowledge of the institutions that exist within a chosen religion or a chosen worldview, within historical and current perspectives
• has in-depth knowledge of religion and worldviews as mediated phenomena, and how this mediation affects religion and worldviews in society and in school
• has advanced knowledge of CREE and CREE-didactics relevant to institutions and history
• has in-depth knowledge of relevant research, theory and scientific thinking, as well as research methods and ethics
• has in-depth knowledge of how education can be adapted to all pupils' circumstances and needs
• has in-depth knowledge of progress in teaching and pupils' learning within CREE
• has in-depth knowledge of initial education in CREE

Skills

The student

• is capable of comparing and reflecting on the relationship between institutionalized forms of religion and life stances, individuals' religions and life stances and the role of religions and worldviews in society
• is capable of comparing different approaches to religions and worldviews, and applying a perspective relevant to institutions, history and society in the presentation of religions and worldviews
• is capable of analyzing and taking a critical stance to national and international research related to CREE-didactics, and can apply this knowledge in the exercise of the profession
• has in-depth knowledge of how to teach controversial issues in CREE and how this work can constitute part of the school's work related to social crises and conflicts
• is capable of planning and carrying out teaching in the master subject in ways that promote pupils' scientific thinking
• is capable, at an advanced level, of applying the principles of learning-oriented assessment in CREE, thereby helping the pupils to reflect on their own learning and development
• is capable of developing, carrying out and evaluating research-based initial education in CREE that is based on advanced knowledge
• is capable of critically assessing digital resources and forms of expression, and using them in ways that strengthen and develop the didactics of CREE

General competence

The student

• is capable of analyzing and assessing relevant academic and ethical issues and contributing to the development of a sense of academic fellowship at the individual school
• is capable of systematically planning, evaluating and revising learning arrangements related to CREE

Learning methods and activities

The teaching in the course is organized into seminars, the schedule and content of which will be presented at the beginning of term. Between the seminars the students are expected to read and work on tasks related to each student’s work to fulfill the course’s learning outcomes. The activity in the seminars will vary between lectures, individual and collaborative work, discussions, and student presentations. Topics suited for lecture will be taught through lecture. Discussions and other academic interaction, such responding to fellow students’ work, are important means of learning and teaching, and all students are expected to contribute positively and actively to these discussions.

Compulsory assignments

• Obligatory course work according to course description

Further on evaluation

The following activities and assignments must be completed in order to take the exam: A maximum of three written and three oral presentations and as many responses to co-students' written and/or oral presentations. The assessment of these works will be graded either passed or not passed. Exam: Home exam of 3 days. Grading system A-F.

Specific conditions

Recommended previous knowledge

The student should have completed 30 ECTS of CREE in module 1 during third year of teacher education or similar courses.

Required previous knowledge

The student must have completed 30 ECTS of CREE in module 1 during the two first years of teacher education, MGLU1108 and MGLU2108, or similar courses

Course materials

The curriculum is tentative. The complete reading list will be published on Blackboard (the digital learning platform) before the course begins.