Christianity, Religion and Ethics 10FPKRL

Prerequisites

The teaching of this course starts at a level commensurate with a passing grade in the subject of Religion and Ethics at the upper secondary school level. Students without this background should review the subject by reading textbooks from the upper secondary school or the equivalent.

Course Objectives

The study of Christianity, religion and ethics is important for the child’s development of character and cultural identity. The subject is concerned with the kindergarten and the school’s foundation of values, the subject areas, religion and ethics in the kindergarten, and Christianity in the primary and lower secondary school. The subject presents, discusses and further develops those aspects of Norwegian cultural heritage which relate to religion, outlook on life and ethics. In today’s society, this involves taking into account the diversity of religions and outlooks on life. The subject will also contribute to the student’s personal growth and his/her reflection on his/her own values and actions.

“All pedagogical activity disseminates values. A values-neutral kindergarten is consequently not possible or desirable. Kindergarten staff must be aware of the value choices they make in their role as educators. These choices are a consequence of prioritising values.”

(The Curriculum for Kindergartens 1995, p.23)

The course will help students to develop attitudes which will make them capable of meeting with respect, attentiveness and insight children and adults from various backgrounds and outlooks on life. Students will learn how to plan and arrange the kindergarten environment so that all children may receive support for their individual characters, and so that they in turn have respect for others. Students will acquire knowledge of religions and outlooks on life (with a particular focus on Christianity), insight into the child’s interpretation of reality and practice in discussing ethical challenges.

Subject didactics

The students will:

• Develop a reflective attitude towards the foundations of values in the kindergarten and schools.
• Learn about the importance of religion and various outlooks on life for personal and cultural identity.
• Gain insight into a child’s perception and understanding of religion, outlooks on life and morals, and learn skills regarding discussing outlooks on life with children and stimulating their curiosity about the subject.
• Be able to plan, carry out and assess the teaching of topics within the subject area to different age groups, and use teaching and learning methods that will stimulate joy, curiosity and play.

The Christian faith and tradition

Students will:

• Be able to use their knowledge of important Bible stories and topics relating to the Christian faith and festivals in kindergarten arrangements and activities.
• Acquire knowledge regarding Christianity’s importance for Norwegian culture both locally and nationally.

Religion and outlooks on life

Students will:

• Acquire knowledge of the main characteristics of some major religions and outlooks on life with a focus on narratives, religious festivals, family and daily life.
• Be able to analyse and make reflective choices when confronted with challenges regarding the diversity of religions and secular beliefs.

Ethics

Students will:

• Gain insight into the basic ethical questions, professional ethics and the place of ethics in religion and secular beliefs.
• Be able to analyse, prioritise and act when confronted with professional ethical problems, practical ethical challenges and conflicts which arise in the kindergarten’s daily operations.
• Be able to contribute to children’s developing positive values and attitudes.

Course Description

See objectives

Learning Methods

Students are responsible for their own learning through lectures, seminars, project work, assignments, self-study and teaching practice. Teaching periods will alternate between teacher-directed lectures and lessons in which students discuss and work with assignments. Students will be given training in how to meet spontaneous situations in the kindergarten, for instance, when children ask questions about life and death.

Students will carry out a project in connection with pedagogy and ‘society day’. The topic of this project will be further developed in coordination with Social Studies, resulting in a ten-page written assignment.

The course offers lectures, seminars and assignment work, and students are expected to study the subject individually at least three hours per week.

Teaching practice is also an important part of the course. The periods of teaching practice will provide students with experience in practical training which is focused on values and life attitudes in the daily operation of the kindergarten; this concerns both formal and informal learning. This may take place in kindergartens that have agreements with the university college, or groups of children may be invited to the university college. This may also be related to the students’ observation assignments during the periods of teaching practice, and their work concerning planning, execution and assessment of pedagogical activities.

Assessment Methods

Finally, an all round assessment is carried out. The minimum requirement is that students are able to document basic knowledge and insight of the subject, and skill in applying it:

· The student must have participated in 80 % of the obligatory hours in order to be permitted to take the final examination.

· The interdisciplinary project assignment and the group assignment in subject didactics must have received passing marks before the student will be permitted to take the final examination.

The final grade will be determined on the basis of:

· An assignment in connection with the period of teaching practice (20% of the final grade).

· A group assignment in connection with Social Studies (40% of the final grade).

· A final 4-hour individual written examination (40% of the final grade).

A single grade will be entered on the diploma, graded from A to F, where A represents the highest grade, and E the lowest passing grade. Each part of the assessment must receive a passing grade in order to achieve a final passing grade for the course.

Please refer to Telemark University College’s examination regulations for further information.

Pensum