Moralsk mangfold, oppvekst og livstolkning – et evolusjonspsykologisk perspektiv

In this article, I discuss the challenges of moral diversity in Norwegian public school from the perspective of Jonathan Haidt’s moral foundations theory. I take my cue from Haidt’s distinction between individualistic and sociocentric societies and discuss some implications of this distinction with regard to the introduction of the new curriculum (fagfornyelsen, in Norwegian). I argue that the subject curriculum is rooted in a morality that is characteristic of what Haidt refers to as WEIRD societies (i.e. Western, Educated, Industrialized, Rational, Democracies). My thesis is that this moral matrix rests on cultural assumptions that differ substantially from those of immigrant pupils in Norwegian schools. The particularities of sociocentric moral matrices seem to fall in the blind zone of the subject curriculum. Yet it is important that the school system acknowledge its role in the creation of a community to which every pupil might experience an allegiance. In order to create a shared value foundation, teachers need to be aware of pupils’ affiliations to different moral matrices. Thus, we need to rethink what moral socialization means in a multicultural society.

Bærekraftig livstolkning – KRLE-faget som brobygger mellom religionenes og ungdommenes klimaengasjement

In this chapter, the authors focus on textbooks’ portrayal of religions and worldviews and their thinking and practice regarding environmental, climate and sustainability issues. Tomren shows how religious institutions work with environmental problems and climate change and analyzes how textbooks designed for religious education in the Norwegian school system address this commitment. His method thus falls under what is referred to as ideological textbook analysis. None of the analyzed books contain texts that explain how various religious institutions are involved in environmental work. The analysis also shows that textbooks for religious education do not place much priority on environment and climate ethics. Another finding is that environmental ethics is detached from the general descriptions of world religions in these books. Tomren argues that the new curricula for Norwegian schools (which will be introduced in 2020–2021), with an emphasis on sustainability education and existence-oriented instruction, requires an upgrade of material that shows how climate and environmental commitment is rooted in reflection and practice in world religions today. Tomren suggests that by taking these steps, the school system can provide a more truthful presentation of religion than they do in existing textbooks and that this can contribute to improved and more relevant environmental education.

Himmelfortellinger i barnelitteratur. Hvordan fremstilles Gud i møte med døden?

This chapter takes its starting point in two books for children, Sommerlandet (Skeie, 1987) and Mor og far i himmelen (Walgermo, 2009), which tell about intense grief and challenge easy and commonplace ways to talk about the Christian hope for eternal life. I discuss the metaphors used to provide comfort and hope to children, youth and adults, and how the authors approach existential issues related to death, grief and hope. I also ask how these concepts of God influence people’s images of God when grieving, and especially how children, through their logical reasoning, challenge the common Christian comfort of eternal life in heaven as an answer to grief. I argue that metaphorical theological language may convey notions of God’s transcendent world because it is open to different interpretations of life. Metaphorical models of “heaven”, “God images, “God’s family” and “heavenly reunion” are centered. I conclude that both children and adults share a common, often anthropomorphic, understanding of God metaphors, and the wish for a continued life in heaven is desirable to many people, not only practicing Christians.

Uppståndna igen ifrån de döda: Kristna motiv i nyare skandinavisk barnlitteratur

The chapter discusses representations of Christian practices, religious experiences and biblical motifs in recent Scandinavian children’s and young adult literature. It is claimed that after an almost one hundred-year hiatus, during which overt Christian symbols, stories and experiences have been absent from mainstream children’s publishing, we are now witnessing a return of such religious expressions in fictional and aesthetic form. The books under scrutiny are from Denmark, Sweden and Norway, and include critically acclaimed picture books as well as young adult fiction and crossover literature. It is argued that it is once again possible to bring up Christian motifs and stories in our post-secular societies, not because of increased faith in the general population, but because religious issues to a greater degree have become part of contemporary non-confessional discourse.

«Barndommen min har aldri forlatt meg» En undersøkelse av trosfortellinger og unges deltagelse i interreligiøs dialog

This study explores the impact of interreligious dialogue on identity, belonging and faith among young adults who are active in an interreligious dialogue group where they use storytelling as a method to reflect on their faith as young adults in light of their childhood background, teenage experience and present understandings of themselves. It is a qualitative research study, conducted through interviews with three young adults between 18 and 30 years of age, and through analysis of video tapes. The theoretical framework is narrative theory and sociology of religion. The results show that the group constructs new ways of belonging through dialogue and personal storytelling. It shows how lived religion expands and develops through interreligious dialogue. The young adults develop a new form of identity and belonging through different life experiences and through reflection upon their faith in the encounters with each other. Thus, the study offers new understandings of the dynamics of the individual’s religion and interreligious dialogue. The study concludes by drawing attention to the impact of early socialization in relation to religious belief and how critical moments in life shape new interpretations of religion and faith.

Fotballidenskap som «religiøs» fortolkningsramme i oppveksten – en analyse av Hornbys Tribunefeber

The article discusses whether football culture functions as a religious ritual and identity marker by highlighting key passages from Nick Hornby’s classic autobiography Fever Pitch (1992) (in Norwegian, Tribunefeber (1997)). Here, Hornby portrays his obsession with the English top club, Arsenal, a passionate commitment that began when he was a child and continued into adulthood. The article points to functional religious definitions and liminality theory. It explains characteristics of functional religious understandings and liminality theory as applied to football culture. Secondly, the article emphasizes key aspects of Hornby’s passionate football engagement, focusing on his total devotion to football culture.

Lovleg – fra venn til uvenn til bestevenn. En filosofisk analyse

In this article, I attempt to investigate human relationships in light of the French philosopher René Girard’s theory on mimetic desire. In the Norwegian TV series called “Lovleg”, produced by NRK, we follow a group of young people in their ongoing desire to be accepted by the other. Among the teenagers living in digs in Sandane, we are introduced to a wealth of identity problems that, more or less, all stem from desire, according to the others. Friendship in “Lovleg” is something very unstable and tinged with crass rivalry. However, even if the series reveals and highlights the competitive aspects of relationships, we witness a development where the main character, Gunnhild, despite her own problems, attempts to escape the tangled web of negative desire and sacrifices herself for the benefit of her best friend.

Hverdagsfortellinger som setter spor – Studenters fortellinger fra og refleksjoner over hverdagslivet i barnehagen

We understand our lives through narratives, and the form of the narratives is appropriate for understanding the actions of others, says MacIntyre. Meanwhile, narratives and understanding of narratives also apply to understanding our self and our own actions. Through stories from the field of practice in the study program for kindergarten teachers, students describe serious and important stories from an everyday life with children. These stories have had an impact on student’s development in becoming teachers. Through reflective work with life stories from teaching students, various perspectives on life management from children aged 2–8 years are outlined. The stories are told through the students’ voices, and they are reflected over in hindsight with the subject teachers from the program. The article deals with the students’ ways of telling stories and reflecting on them retrospectively. Phenomenological hermeneutic method lay as a basis for analysis of stories as Lived Experience Descriptions (LED) in this article (van Manen). The main result is the importance of listening to and reflecting on narratives in order to understand and alter actions and become a reflective kindergarten teacher.

Hva betyr egentlig ordene om Gud? Om språk og livstolkning i Bjørn Sortlands ungdomsroman Hver morgen dyppet min søster brystene i isvann for å bli pen (2017)

This article examines how Mariam, the main character in a Norwegian novel for youngsters, reflects on the existence and real character of God – and his relationship to her as a young refugee girl. Mariam has grown up in Syria with a Christian belief in God as caring and almighty. In particular, the article discusses what the inherited religious language means for Mariam in her desperate situation and how it influences Mariam’s interpretation of life. With support from Stanley Cavell, and the ordinary language philosophy, the article examines whether Mariam shares the criteria of the traditional religious language or if she turns to scepticism. The reading of the novel shows how Mariam maintains the established criteria for the language about God, in spite of her own experiences in a cruel world.