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The purpose of this essay was to investigate the transition of the document “Riktlinjer för Svenska kyrkans konfirmandarbete” from theoretical guidelines to practical implementation. Another aspect of the essay involved an examination of how the concepts of knowledge, experience and religious experience were utilized within these guidelines and in the written plans of confirmation work across three parishes. A third aspect of the essay was to investigate what kind of assistance the parishes could get to implement the guidelines into the parish work. Additionally, an exploration was conducted to understand the resources these parishes intended to employ in order to achieve the goals set for confirmation work.    This study contributes to ongoing research on religious education for young individuals in present-day Sweden. The study employed an abductive approach and embraced a pragmatic perspective on knowledge. To articulate the process, I utilized Bo Lindensjö’s and Ulf P. Lundgren’s theoretical model, focusing on the formulation, transformation and realization arenas. When scrutinizing the application of concepts within the documents, I relied on the Church of Swedens’s definition of knowledge, Ulf Jonsson’s perspective on knowledge and Karl Rahner’s definition of religious experience.   An observation emerged revealing an increase in the involvement of individuals and institutions as the realization phase approaches. Notably, the concept of experience featured more prominently in the written plans of parishes compared to the concept of knowledge. The parishes aimed for confirmands to acquire experiences centered around community engagement and Christian rituals, such as worship and prayer. These goals were also present in the guidelines but with a broader scope. Analysis of the available resources highlighted a challenge in aligning abstract objectives with tangible means. Furthermore, in two out of three cases, a detailed didactic reflection seemed lacking.

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Anti-Semitism is a growing problem in society and it shows in schools. Students with aJewish background do not only have to put up with taunts and abuse on a daily basis, but theyalso need to stand up for their Jewish identity when being taught about Judaism and theHolocaust. This essay examines how anti-Semitism expresses itself in the classroom and howteachers work to prevent anti-Semitism. The foundation of the work is to gain anunderstanding of the current subject through students' perceptions and to see what toolsteachers have in their professional role. When we searched for references, our main goal wasto find information that displays the perception from students affected by anti-Semitism andfrom the teachers who teach the subjects in order to find out how the theory works inpractice. We have used various databases such as ERIC via EBSCO, Education ResearchComplete ERC as well as scientific reports and literature to answer our questions. Our resultsshow that teachers feel a lack of material and knowledge to adapt and make changes inteaching. It also appears that Jewish students are exposed to both physical and psychologicalviolence and that they need to hide their Jewish identity in order to feel safe on the schoolgrounds.