Pedagogical Purposes of Narratives in Worldview Education: Teachers’ Conceptions
Keywords:
worldview education; religious education; teachers; narrative; pedagogyAbstract
This study explores teachers’ pedagogical purposes for using
narratives in Finnish religious and worldview education. The article
stems from a philosophical and pedagogical view on narrative cognition
as a fundamental element of worldview education. Teachers work as
interpreters of the cultural stock of stories, including culturally
fundamental religious narratives, and convert it into a pedagogical tool
for identity work. The research data consists of interviews with primary
school class teachers (N=6) about using narratives in the context of
worldview education. Using qualitative content analysis as a research
method, four main categories were identified. Teachers used the
narratives: (1) to offer knowledge about religions and worldviews to
their pupils; (2) to help their pupils to reflect on existential and
transcendental issues; (3) to develop pupils’ ethical abilities; and (4) to
promote pupils’ sense of community. Narratives are used in diverse
ways; teachers use narratives in a dialogical manner in teaching, and
pupils are encouraged to share their own thoughts and ideas. The
narrative approach in worldview education provides means for teachers
to promote conditions for a safe space and promote dialogue enabling
worldview reflection. Narratives have a lot to offer for pluralistic and
polyphonic education, opening up diverse ways of viewing the world.
The study confirms that the narrative approach offers promising
potential for worldview education but, given the restrictions of the small
sample of this study, further research is needed.
https://doi.org/10.26803/ijlter.18.5.5
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