<p>This article is about Abrahams Children foundation and its teaching method called IE- method. It’s about how a teacher can use the IE- method in the religion lesson. There were some questions in this article that had to be answered and the questions are:</p><p>- How is the form of the religion classes when a teacher uses the IE- method?</p><p>- What happens in the class when you study the interaction and the communication?</p><p>- Does the student’s participation increase when they work with the IE- method?</p><p>- What are the advantage and the disadvantage with the IE- method?</p><p>- Can the teacher use the IE- method in other classes?</p><p>To get to the “correct” answer I used many methods like, observation in the class, qualitative interview with the teacher (Lisa Andersson) and with four students (Kim, Erik, Amanda, Patrik) and I also used questionnaire. I studied some books that are about the IE- method. I studied even some articles about the IE- method. I took help from Hjalmar Sundén’s part theori.</p><p>The lessons begin with a teacher who is reading one story and then the children have to decide with character they want to write about and when they have wrote a text in an I- form they have to present their texts to everybody in the class.</p><p>The study showed that the children is having very fun with the IE- method and they like to study with this method because when they write their texts there is no right or wrong. That is because they are writing about their feelings and thoughts and no one can say that they have wrong thoughts. The teacher and the children feel that the have grown because when they are writing their texts and then have to argue about their opinion they write better texts.</p><p>Because the children have to argue about their opinion the interaction and the communication in the class is better. They all want to be heard from the other student’s and they all listen to each other. And because they are writing about their feelings everybody in the class participates.</p><p>The advantage with the IE- method is that it includes everybody and by that I mean that IE- method includes the biggest religions and most of the children have those religions and they are interested to find out more. The disadvantage with the IE- method is that it’s a complement to other theoretic methods and a teacher can not use the IE- method only. The other disadvantage is that sometimes the teacher forgets to talk about the differences between these religions because she is too cut up with the similarities.</p><p>A teacher can use the IE- method in other lessons like for example she can use it in a English lesson. She can correct the grammar in the texts and the language in the texts and when the children are arguing about their opinions.</p>

This article is about Abrahams Children foundation and its teaching method called IE- method. It’s about how a teacher can use the IE- method in the religion lesson. There were some questions in this article that had to be answered and the questions are: - How is the form of the religion classes when a teacher uses the IE- method? - What happens in the class when you study the interaction and the communication? - Does the student’s participation increase when they work with the IE- method? - What are the advantage and the disadvantage with the IE- method? - Can the teacher use the IE- method in other classes? To get to the “correct” answer I used many methods like, observation in the class, qualitative interview with the teacher (Lisa Andersson) and with four students (Kim, Erik, Amanda, Patrik) and I also used questionnaire. I studied some books that are about the IE- method. I studied even some articles about the IE- method. I took help from Hjalmar Sundén’s part theori. The lessons begin with a teacher who is reading one story and then the children have to decide with character they want to write about and when they have wrote a text in an I- form they have to present their texts to everybody in the class. The study showed that the children is having very fun with the IE- method and they like to study with this method because when they write their texts there is no right or wrong. That is because they are writing about their feelings and thoughts and no one can say that they have wrong thoughts. The teacher and the children feel that the have grown because when they are writing their texts and then have to argue about their opinion they write better texts. Because the children have to argue about their opinion the interaction and the communication in the class is better. They all want to be heard from the other student’s and they all listen to each other. And because they are writing about their feelings everybody in the class participates. The advantage with the IE- method is that it includes everybody and by that I mean that IE- method includes the biggest religions and most of the children have those religions and they are interested to find out more. The disadvantage with the IE- method is that it’s a complement to other theoretic methods and a teacher can not use the IE- method only. The other disadvantage is that sometimes the teacher forgets to talk about the differences between these religions because she is too cut up with the similarities. A teacher can use the IE- method in other lessons like for example she can use it in a English lesson. She can correct the grammar in the texts and the language in the texts and when the children are arguing about their opinions.

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<p>This essay is about Abrahams children and its teaching method  the IE- method. The purpose of this essay is to see what four teachers who use the method in their teaching think about it. To get an idea of how these teachers are working with the IE- method, I interviewed them. What are the pros and cons, is it a good way to teach religion? In addition, I look at how the IE- method follows the Lpo94 values and goals. I want in my study to answer these questions:</p><p>1. How is the IE- method used in the classroom?</p><p>2. Is it a good way to teach religion in substance? Can you use the IE- method in other school subjects?</p><p>3. What do the teachers think about the IE- method? The pros and cons?</p><p>4. Does the IE-method meets the requirements of Lpo94? About values and goals?</p><p>5. Is this a teaching method that I could work with in my future work as a teacher?</p><p>To get the answers to my questions, I have been using the interviews in addition to observations of the IE- method in a classroom. And I've also read books and essays on the IE method. The theories I am using is Hjalmar Sunden's role theory, Ulla Holm's empathy theory and Kieran Egan theory about teaching as storytelling. I have linked together these theories with the information I have received through the interviews and my observations.</p><p>With this study, I have been able to see how much the IE-method is popular among children and teachers who use it. The advantage of this method is that it includes all three Abrahamic religions, and among the students I have observed, this has been seen as something positive. The disadvantage with the IE- method is that if we as teachers are going to use it we should know our students very well, where the stories that can become very sensitive.</p>

This essay is about Abrahams children and its teaching method  the IE- method. The purpose of this essay is to see what four teachers who use the method in their teaching think about it. To get an idea of how these teachers are working with the IE- method, I interviewed them. What are the pros and cons, is it a good way to teach religion? In addition, I look at how the IE- method follows the Lpo94 values and goals. I want in my study to answer these questions: 1. How is the IE- method used in the classroom? 2. Is it a good way to teach religion in substance? Can you use the IE- method in other school subjects? 3. What do the teachers think about the IE- method? The pros and cons? 4. Does the IE-method meets the requirements of Lpo94? About values and goals? 5. Is this a teaching method that I could work with in my future work as a teacher? To get the answers to my questions, I have been using the interviews in addition to observations of the IE- method in a classroom. And I've also read books and essays on the IE method. The theories I am using is Hjalmar Sunden's role theory, Ulla Holm's empathy theory and Kieran Egan theory about teaching as storytelling. I have linked together these theories with the information I have received through the interviews and my observations. With this study, I have been able to see how much the IE-method is popular among children and teachers who use it. The advantage of this method is that it includes all three Abrahamic religions, and among the students I have observed, this has been seen as something positive. The disadvantage with the IE- method is that if we as teachers are going to use it we should know our students very well, where the stories that can become very sensitive.

This study examines primary school teachers approach towards the Abrahamic religions of Judaism, Christianity and Islam. The aim is to make a contribution to the academic discussion of the advantages and disadvantages when teachers emphasize differences or similarities between these religions. In addition, the study highlights the importance of religious education for the promotion of social unity. Also the topic of morality in a society, whether it can strengthen or not the consensus regarding fundamental values, norms and goals. The study is based on a survey of 22 questions in three key areas: Background facts, Lesson planning and teaching, alongside The importance of religion education for individuals and society. The survey was answered by 124 teachers of religion at primary school. Additionally five pedagogical plans from the same selection group have been studied. The results are both quantitative and qualitative. The study rests on the assertion that Abraham's children is a tool that can teach the common history of Judaism, Christianity and Islam. Previous research shows different positions using Abraham's children as a pedagogical concept. The vast majority amongst the participants of the study consider it to be of great importance to show the similarities of religions. As a result they also believe that it has the opportunity to promote social togetherness in a positive direction. Looking at the result through Émile Durheim's theory of social solidarity, this clarifies that an individual as a subject is not the same when part of a collective. Social development will arise when people gather as a group. / Denna studie undersöker hur lärare på låg- och mellanstadiet hanterar de abrahamitiska religionerna judendomen, kristendomen och islam. Syftet är att lämna ett bidrag till den vetenskapliga diskussionen om för- och nackdelar med att som lärare i religionskunskap främst betona olika religioners olikheter eller likheter. Dessutom belyser studien vilken betydelse religionsundervisningen kan få för främjandet av social sammanhållning och moraluppfattningen i ett samhälle. Det vill säga om den kan stärka samsynen kring grundläggande värden, normer och mål. Studien genomfördes främst med hjälp av en enkät. Denna innehöll 22 frågor uppdelade under de tre rubrikerna Bakgrundsfakta, Lektionsplanering och undervisning, samt Religionsundervisningens betydelse för individ och samhälle. Enkäten besvarades av 124 lärare i religionsämnet på låg- och mellanstadiet. Som komplement har fem pedagogiska planeringar från samma urvalsgrupp studerats. Resultaten är både kvantitativa och kvalitativa. Studien tar avstamp i uttrycket Abrahams barn som ett verktyg för att visa på judendomens, kristendomens och islams gemensamma historia. Inom tidigare forskning finns två konkurrerande uppfattningar om Abrahams barn som pedagogiskt koncept. De allra flesta som deltog i studien anser det vara av stor vikt att visa på religionernas likheter. Som en naturlig följd av detta anser de även att religionsämnet har stor möjlighet att främja den sociala sammanhållningen i positiv riktning. Genom att se resultatet genom Émile Durheims teori om social sammanhållning tydliggörs att en individ som solitär inte är densamma när den ingår i ett kollektiv. När människor samlas i grupp uppstår det sociala fenomen.