Course content

This course focuses on scientific approaches to the study of religions and life stances with emphasis on people's individual beliefs and practices. A large part of the subject will focus on the concept and perspective "lived religion", which will be illustrated and elaborated through studies of "lived Christianity" and "lived Islam". The course looks at different scientific approaches' perspectives and positions within the study of religions and world views. The didactical part of the course explore the empirical presence of various scientific perspectives in CREE curriculum, teaching material and practical teaching. Didactical perspectives on possibilities and challenges related to these scientific approaches in the study and teaching of religions and worldviews are presented and discussed. The amount of curriculum and 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 thorough knowledge of the relationship between individuals lived religion/worldview and institutionalized forms of religions/worldviews

has advanced knowledge of Christian and Muslim beliefs and practices, and advanced knowledge of life stances and practices in other religions and worldviews

has advanced knowledge of CREE and CREE-didactics focused on individuals, beliefs and practices

has advanced knowledge of lived religion/worldview in pupils' encounters with grief and crises

has thorough knowledge of relevant research and theory and scientific thinking, research methods and ethics

has thorough knowledge of how education can be adapted to all pupils' circumstances and needs

has thorough knowledge of primary education, differentiated instruction, progress and pupils’ learning in CREE.

Skills

The student

can compare and reflect on the relationship between institutionalized forms of religion/worldview and individuals' religions/worldviews

can compare different approaches to religions and worldviews and presenting religions and worldviews from individual and practice-oriented perspectives

can critically analyze national and international research related to CREE-didactics, and can apply this knowledge in the exercise of the profession

can plan and carry out teaching in CREE that promotes the pupils' scientific thinking

can, at an advanced level, apply the principles of learning-oriented assessment in CREE, thereby helping the pupils to reflect on their own learning and development

can use knowledge about primary education, progress and pupils’ learning to develop, carry out and evaluate CREE-teaching

can critically assess learning resources and other material, and use them to strengthen and develop the didactics of CREE

General competence

The student

can analyze and assess relevant academic and ethical issues and contribute to the development of a sense of academic fellowship at the individual school

can systematically plan, evaluate and revise learning arrangements related to CREE

Learning methods and activities

The teaching in the course is organized in seminars, the content and schedule 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 achieving the learning outcomes of the course. The activity in the seminars will vary between lectures, group work, individual work, discussions, and oral and written student presentations. Academic discussions and other academic interaction are important forms of work and learning, and all students are expected to contribute actively to such activities. For this reason, several teaching sessions that include this will have mandatory attendance. Which sessions this applies to will be stated in the semester schedule. Students are expected to come prepared for teaching, so that they can contribute to the learning activities in the best possible way,

Compulsory assignments

• Compulsory activity according to the course description

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 KRLE 1 and 2. Completed means that the student has passed all mandatory work requirements, but not necessarily passed the exam.

Course materials

The complete reading list will be published on Canvas (the digital learning platform) before the course begins.

Credit reductions