The aim of this study is to investigate teachers’ views of ethics in religion classes in grade school. What do they teach in ethics? What is it that the teachers are assessing? Do they experience any problems with the assessment of ethics? I chose to write about this subject for many reasons, including my interest in the subject, the lack of earlier research, and the fact that ethics was not included in my education at the university. I have written an empirical study, based on qualitative scientific interviews. I have interviewed six teachers, who all teach at compulsory school ages 12-15. The results show that the pupils mostly discuss different ethical dilemmas during ethics sessions, and as an exam the teachers evaluate their knowledge in these three methods by letting the pupils write about them. I come to the conclusion that the teachers don’t find it hard to assess ethics, but at the same time, they mostly value the different methods in ethics that are found in Lgr 11. One of six teachers said that a student shouldn’t be able to get a higher grade if their ethics doesn’t correspond to the values listed in Lgr 11. The other five are in the opinion that teachers shouldn’t assess opinions, only knowledge. The question is, are the teachers able to set their own ethical beliefs aside?
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-54241 |
| Date | January 2016 |
| Creators | Hagman, Johanna |
| Publisher | Linnéuniversitetet, Institutionen för kulturvetenskaper (KV) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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