Browsing by Subject "uskonnon opetus"

Sort by: Order: Results:

Now showing items 1-6 of 6
  • Mikkonen, Julia (Helsingin yliopisto, 2019)
    The aim of this thesis was to gain data and information regarding students studying the Evangelic Lu-theran religion in high school. Other aspects of the study included examining religious and worldview education as well as visibility of religion in schools. The study was constructed due to a need to change the current model of religious education in Finnish schools and find out pupils’ view about the issue. The theoretical part of this study consists of a literature review, which provides in-depth information present-ed by previous studies on the topic. Additionally, the review examines Finnish people’s religious beliefs in general and different religious education models. The quantitative part of this study is a part of a wid-er EDEN-study in the University of Helsinki. The research problem was: how do high school students belonging to the Evangelic Lutheran church experience the current religious education model and what do they think about the visibility of religion in school? The hypothesis was, that the students from the Helsinki metropolitan area are more open to-wards the visibility of religion in school, because the diversity is higher in the region compared to other counties. An additional hypothesis was formed based on a previous study, which indicated that girls are more positive about religious education in school. The research method of this thesis included a variety of methods. The qualitative data of this research was collected to support the quantitative method. In the quantitative part of the study I used a questionnaire to examine the perspectives of the pupils and the differences in the backgrounds (e.g. sex and city of residence). 176 students took part in Pori, 224 in Helsinki and 175 in Joensuu. Out of the participants, 367 were girls and 207 boys. The data was ana-lysed using the analysis of variance (ANOVA) and the t-test. The qualitative data was collected using interviews. Eight pupils from Helsinki took part in the interviews. Content analysis was also used as a research tool. Based on the results of the quantitative part of the study, it was suggested, that place of residence does not affect students’ perspectives on religion and religious education. Girls were more interested than boys in religion as a school subject and also more open towards different religions. In the qualitative part of the study I compared the results from the interview data to the mean value of pupils from Helsinki in the quantitative questionnaire. Overall, these results were in line together. Based on the interview results, the students belonging to the Evangelic Lutheran church think that the main reason to study religious education is to learn about world religions. Generally, students wish for an integrated model where all participants from different backgrounds could study and interact together.
  • Matilainen, Mia; Kallioniemi, Arto (2011)
    There has been much discussion about the most suitable model of religious education (RE hereafter) in public schools all around Europe. The Finnish model of RE has attracted great interest, because in Finland RE is given according to one’s own religion. The Finnish model of RE is very unique and it emphasises the right of religious minorities to participate in RE according to their own religion in state-owned schools. In this article we examine headmasters’ conceptions of the current Finnish RE solution from the perspective of human rights. The study is based on qualitative interviews. Headmasters presented both advantages and disadvantages of the current RE solution. These advantages are briefly: freedom of religion, an opportunity to get RE according to one´s own religion, knowing one´s own roots, an opportunity to understand people from different religious backgrounds and an opportunity to study other religions for those students who are not members of religious communities. The limits of the solution are that it puts students into their own religious groups and this limits possibilities for religious dialogue, which should be one of the key elements of modern RE. RE has a strong potential to promote human rights. It is important to discuss different models of arranging education from the viewpoint of human rights. The human rights viewpoint should be central when dealing with the aims, contents and organization structure of RE. Different interpretations of religious freedom and the right to religious education are important considerations especially for RE.
  • Toivonen, Niilo (Helsingin yliopisto, 2019)
    Tässä pro -gradu tutkielmassa tutkitaan kokoomuksen ja SDP:n ennen Kataisen ja Stubbin hallituskautta tekemiä linjauksia samaa sukupuolta olevien avioliittoon, yhteisöverouudistukseen ja uskonnon opetuksen ryhmäkokojen uudistamiseen ja tehtyjen linjojen suhdetta vaalikaudella 2011-2015 tehtyihin päätöksiin. Kokoomus ja SDP toimivat vuosina 2011-2015 Suomen hallituksen päähallituspuolueina. Tutkimus keskittyy Jyrki Kataisen vuoden 2011–2014 ja Stubbin vuoden 2014–2015 hallituksen ja eduskunnan päätöksiin uskonnon opetuksen uudistamisesta, yhteisöverouudistuksesta ja samaa sukupuolta olevien avioliitosta. Tutkielmassa esitetään lakiesitysten kulku, niiden taustat puolueissa ja tehdyt päätökset. Tutkielma pyrkii avaamaan tehtyjen päätöksien taustoja. Tutkimuksessa käy ilmi, että kummallakaan päähallituspuolueella ei ollut merkittäviä linjoja kirkkoa koskevista asioista ennen hallituskautta, mutta puolueet esittivät hallituksessa kahta kirkkoon suuresti vaikuttavaa asiaa: yhteisöverouudistusta ja uskonnon opetuksen ryhmäkokojen uudistamista. Yhteisöverouudistus toteutettiin vaalikauden aikana, mutta esitys uskonnon opetuksen ryhmäkokojen uudistamisesta raukesi perustuslakivaliokuntaan. Samaa sukupuolta olevien avioliitto eteni hallituskauden aikana kansalaisaloitteen muodossa ja aloite hyväksyttiin. Molemmat päähallituspuolueet kokoomus ja SDP kannattivat aloitetta, vaikka se ei ollut osa hallitusohjelmaa. Tutkielma pyrkii avaamaan suomalaisen yhteiskunnan politiikan ja uskonnon sekä kirkon ja valtion jännittynyttä ja monenkeskistä suhdetta ja avaa poliittisten puolueiden suhdetta Suomen evankelisluterilaiseen kirkkoon. Tutkielmassa Suomen evankelisluterilainen kirkko nähdään myös aktiivisena yhteiskunnallisena toimijana.
  • Priklopil, Lukas (Helsingin yliopisto, 2017)
    This master's thesis deals with worldview education (WE) in Finland. Here, WE refers to religious education and secular ethics education. The aim of the study was to investigate how WE subject teachers would organize WE in Finnish public schools. Previous studies have indicated that the current separative WE model is supported by the minority religious education teachers (e.g. Zilliacus 2014, 90–97), however, extensive statistical analysis of WE teacher's perspectives is yet to be presented. This is a quantitative study that explores WE teachers' perspectives on WE, focusing primarily on those perspectives concerning WE delivery models. The research data is based on an online survey, which was carried out in spring 2017. A total number of 196 comprehensive and upper secondary school WE teachers, from all parts of Finland, participated to the survey. Of the participants, 141 were teaching Evangelical Lutheran religion, 99 were teaching ethics and 41 were teaching minority religion (Orthodox, Islam etc.). In data analysis, the sample was divided into groups based on taught WE subject. The differences between groups' perspectives and the interrelations between the perspectives and 11 background variables were then statistically tested. According to the research results, WE teachers predominantly agreed that all school levels should continue to deliver the current separative WE model. The current model received greatest support from teachers who were teaching minority religion(s), were above 50 years old and were religious. However, practically all teacher groups, at least partially, favored the current WE model. The integrative WE models, on the other hand, received mixed responses, as large proportion of teachers disapproved them. In general, integrative model was considered as an appropriate model by those teachers who were not religious, and – apart from those teachers of Orthodox religion – were no more than 50 years old. Despite of the current model's widespread approval among WE teachers, the findings suggest that the integrative approach will gain popularity in the forthcoming years. The findings moreover indicate that in case Finland does switch to integrative WE model, it will be opposed especially by those minority religion teachers who a) teach only one minority religion that corresponds to their own faith and b) have no prior experience in teaching WE with an integrative approach.
  • Heikkilä, Astrid (Helsingfors universitet, 2015)
    The starting point of this research is the relationship between food and religion. The subject of the study is the school's religious education and in particularly textbooks of schools. The religious meanings of food looked through the myths, rites and ritual. Selected investigations of rituals and rites were sacrificing food, food regulations, fasting, alms, asceticism, communion and sacrifice of food. Selected investigations of myths were Biblical stories. The study was intended to answer the questions: What kind of meaning the religion gives to food? How do these meanings appear in religious rites, rituals and myths? What kind of differences and similarities can be found in textbooks related to the religious meanings of food? Methods: The study is qualitative and the research material is three publishing textbooks (Sanoma Pro, WSOY and Edita) from classes 7-9. The research data analysis was carried out theory-based content and narrative analysis. Results and conclusions: The relationship between religion and the food appears to be diverse school textbooks. In the Biblical stories the ratio of food and religion could be seen metaphorically, for example, Jesus describes himself as the bread of life. The food was sacrificed to the gods and ancestors. Also, the religious meanings are included the Eucharist enjoyable wine and bread. Eating habits and meanings of food substances found in food regulations meanings of different religions. The religious meaning of food in fast, asceticism and alms appears when achieving the spiritual experiences. The study advantages the development of e-learning materials and education integration between household and religion. The study also highlights a link between two different subjects.
  • Kyrkkö, Minna (Helsingin yliopisto, 2020)
    Tämän tutkielman tarkoituksena on kartoittaa oppitunnin aikaista osallisuuden kokemusta sekä vuorovaikutusta yhdessäolon vahvistajana oppilaan näkökulmasta. Osallisuus-käsite on toistuvasti esillä yhteiskunnallisessa keskustelussa. Opetusta ohjaava perusopetuksen opetussuunnitelman perusteet 2014 nostaa osallisuutta edistävän, ihmisoikeuksia toteuttavan ja demokraattisen toimintakulttuurin perustaksi oppilaiden kasvulle aktiivisiksi kansalaisiksi. Opetuksen tulisi vastata tähän haasteeseen nykyisen koulumaailman moninaisuuden kentällä. Tutkimusaineiston keräsin eteläsuomalaisessa yhtenäiskoulussa syksyllä 2019. Havainnoin yhdeksänsien luokkien evankelisluterilaisen uskonnon opetuksen oppitunteja, haastattelin oppilaita ryhmissä sekä keräsin palautelomakkeet tunneista niin oppilailta kuin opettajaltakin. Havainnoituja luokkia oli neljä, haastateltuja oppilaita kymmenen ja palautelomakevastauksia 64. Kerätyn aineiston analysoin sisällönanalyysin keinoin teoria- ohjaavasti. Ohjaavana teoriana käytin Martti Siisiäisen ”Osallisuuden eri tyypit” -mallia. Havainnoitujen oppituntien aihepiiri liittyi eettiseen valintatilanteeseen sekä taidekuvien analysoimiseen. Oppitunneilla oli käytössä runsaasti osallistavia opetusmetodeja; kerronnallisuutta, yhteistä keskustelua, toiminnallisia elementtejä sekä parityöskentelyä. Tutkimusaineistosta löytyy useita osallisuutta ja osallistumista kuvaavia sanoja, lauseita, ilmaisuja ja käyttäytymistä. Esiin nousee kuitenkin myös viitteitä siitä, etteivät kaikki oppilaat koe osallisuutta oppituntien aikana tai halua osallistua yhteiseen tekemiseen. Käytetyt opetusmetodit ovat mieleisiä suurelle osalle oppilaista, mutta osa pitää tunteja hämmentävinä tai outoina ja kaipaa ”tavallisia” tunteja. Aiemmat uskonnon tunnit määritellään joko hyvin erilaisiksi tai samankaltaisiksi ryhmästä riippuen. Luokkien välillä ilmenee yllättävän paljon eroja tunti- ja haastattelukäyttäytymisessä, vaikka jokaisella oppitunnilla on sama sisältö ja opettaja. Oppilaiden havainnoitu käytös vaihtelee innostuksen ja ilon sekä välinpitämättömyyden ja kyllästymisen akseleilla. Oppilaat itse kuvaavat haastatteluissa tunnetilojaan oppitunnin jälkeen vaihtelevasti. Tutkimuksessa ilmenee, että luokan ryhmähengellä, oppilas-opettajasuhteella ja käytetyillä opetus- menetelmillä on merkittävä vaikutus tunnin sujumiseen sekä oppilaan subjektiiviseen osallisuuden kokemukseen. Oppilaat ovat myös abstraktilta ajattelultaan hyvin eri kehitysvaiheissa. Siksi eriarvoisuuden vähentäminen sekä osallisuuden edistäminen on opetuksessa niin nykyisyyden kuin tulevaisuudenkin haaste.