The following essay examines if five Swedish textbooks aimed for religious studies in upper secondary school might show similar flaws to those presented by the Swedish Schools Inspectorate in their review of religious studies conducted in 2012. The method used in this essay is a qualitative study of Swedish textbooks influenced by Lantz definition of wide and thin ethics. This in practice means that I have analysed the five Swedish textbooks using thin and broad ethics while conducting the analysis of the five. The purpose of the essay was to see if the flaws presented in “Mer än vad du kan tro” regarding ethics and moral education might be present in Swedish textbooks as well. My essay shows that four out of the five Swedish textbooks included in the study show signs of the flaws presented in “Mer än vad du kan tro” and that the books apply thin and broad ethics to a varying degree.

The first aim of this SAG is to present and study three different researchers: Dahl (2021),Thorp (2016) and Johansson (2012) on how the subject of the use of history can beimplemented into history teaching and evolve students' way of thinking towards a betterhistorical consciousness. The second aim of this paper is to reflect on how the term uses ofhistory can be best implemented in a multicultural classroom. The third aim is to determinehow the terms use of history, historical consciousness and multiculturalism is defined inacademic research. To make these definitions we used the researchers Aronsson (2002),Karlsson (1999), Nordgren (2006, 2016), Rüsen (2004), Jeismann (1979), Koselleck (2004),Jensen (2003) and Runblom (2006). The material we have been using are doctoraldissertations and licentiate degrees which have been gathered from the digital platformsResearchgate, ERIC and DiVA. In our paper’s result the focus has been to present and reflectthe theoretical approaches that each researcher has obtained through their respective studiesregarding multicultural education, uses of history and historical consciousness. These resultsbecame the basis of a discussion of advantages and disadvantages regarding the optimal wayto construct an education plan for teachers. In our conclusion we presented the case that noneof the researchers' work was complete in itself and can be used in conjunction with each otherto better create a whole sided perspective on the best plan for history teaching. We also cameto the conclusion that terms uses of history, historical consciousness and multiculturalismcan be defined in a variety of ways. There are some disputes between each researcher in howthe relation between historical consciousness and uses of history can be defined. Thoughmost of them agree that multiculturalism includes a variety of aspects such as normality,individuality and that creation of identity is a big part of the multicultural classroom.

The purpose of the essay is to examine and discuss the attitudes presented from different players involved in the development of religious education (RE) for upper secondary school in Sweden, and see if and what solutions are presented for solving these problems. A qualitative content analysis was used in order to investigate the different players, the Swedish schools inspectorate and the different researchers involved in the development of RE,attitudes and criticism towards religious education in Sweden.This study has shown that there are many fundamental issues with religious education in Sweden in such areas as different attitudes from both teachers and students towards RE, teachers competence in RE and towards the goal and criteria in the curriculum “outlooks onlife” (Swedish: Livsåskådningar). However, this essay has also proven that there have been no clear solutions presented by any of the players as to solving the issues of RE in Sweden, leaving a gap between schools, teachers and the other players involved in the development of religious education in Sweden.