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Thalén, Peder
Publications (10 of 21) Show all publications
Liljestrand, J., Carlsson, D. & Thalén, P. (2019). Images of Christianity in teaching materials for the Swedish compulsory school. In: : . Paper presented at Nordic Conference of Religious Education, 11-14 June 2019, Trondheim, Norway.
Open this publication in new window or tab >>Images of Christianity in teaching materials for the Swedish compulsory school
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The objective to teach Christianity is stated in the Swedish national syllabus for RE since the very beginning of compulsory school. Actually, the syllabus from a century ago states teaching both about, and in, the Lutheran catechesis – a mission that was successively replaced by biblical studies and later developed into the subject “Religionskunskap”. The latter in which Christianity was only one of several (foremost world-)religions and prominent views of life. However, the mission to pay a certain weight to Christianity has survived although in a new and (post)secular context. The privilege of Christianity is today typically motivated by its cultural position rather than from a religious or moral rationale. 

In the Swedish context, in which Religionskunskap is a mandatory school subject, students are engaged in teaching and learning Christianity back and forth during their compulsory period of school. Widening the context from the school system, there has been debates regarding the status of Christianity in the Swedish RE syllabus. A common argument in defence of the privileged position of Christianity is the importance of a “Christian common heritage”. One way to address how students are engaged with Christianity on the arena of compulsory education is to investigate teaching materials currently used in school. The purpose of our paper is to investigate the depiction of Christianity in current and widely used Swedish teaching materials. Using discourse analysis, prominent and dominating discourses will be revealed. The results from the analysis will be used to reflect on and discuss the position of Christianity in Swedish schools within a cultural-historical context in Sweden and Europe.

National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29200 (URN)
Conference
Nordic Conference of Religious Education, 11-14 June 2019, Trondheim, Norway
Available from: 2019-01-29 Created: 2019-01-29 Last updated: 2019-08-09Bibliographically approved
Thalén, P. (2018). Att vara religionslärare i en tid av radikal mångfald (1ed.). In: Franck, O. & Thalén, P. (Ed.), Interkulturell religionsdidaktik: utmaningar och möjligheter (pp. 179-194). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att vara religionslärare i en tid av radikal mångfald
2018 (Swedish)In: Interkulturell religionsdidaktik: utmaningar och möjligheter / [ed] Franck, O. & Thalén, P., Lund: Studentlitteratur AB, 2018, 1, p. 179-194Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018 Edition: 1
National Category
Philosophy, Ethics and Religion Didactics
Identifiers
urn:nbn:se:hig:diva-27823 (URN)978-91-44-12072-0 (ISBN)
Available from: 2018-09-04 Created: 2018-09-04 Last updated: 2018-09-04Bibliographically approved
Franck, O. & Thalén, P. (Eds.). (2018). Interkulturell religionsdidaktik: utmaningar och möjligheter (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Interkulturell religionsdidaktik: utmaningar och möjligheter
2018 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

I religionskunskapsämnets kurs- och ämnesplaner framhålls betydelsen av att eleven utvecklar en mångkulturell kompetens präglad av ett ansvarsfullt förhållningssätt. Samtidigt har religion blivit ett alltmer laddat ämne i samhällsdebatten. Hur ska lärare i religionskunskap ta sig an utmaningarna i det mångkulturella klassrummet?


Boken närmar sig ämnet interkulturell religionsdidaktik ur en mängd synvinklar. Livfulla skildringar från mångkulturella klassrum varvas med mer teoretiskt resonerande kapitel som redogör för aktuell nordisk och europeisk forskning kring religionsundervisning präglad av mångfald. Faktorer som underlättar dialog och genuina möten i klassrummet presenteras utifrån konkreta exempel men ges också fördjupande analyser i flera kapitel. I boken tas även olika hinder upp, allt från otjänlig och missriktad begreppsbildning till förenklade synsätt, som står i vägen för realiserandet av de mångkulturella målen.


Boken är den första i sitt slag i Sverige och vänder sig till blivande och redan verksamma lärare i religionskunskap.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018. p. 357 Edition: 1
National Category
Philosophy, Ethics and Religion Didactics
Identifiers
urn:nbn:se:hig:diva-27822 (URN)978-91-44-12072-0 (ISBN)
Available from: 2018-09-04 Created: 2018-09-04 Last updated: 2018-09-04Bibliographically approved
Carlsson, D. & Thalén, P. (2018). Teaching secular worldviews in a post-secular age. In: : . Paper presented at 2018 AAR Annual Meeting, 17-20 November 2018, Denver, Colorado, USA.
Open this publication in new window or tab >>Teaching secular worldviews in a post-secular age
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The paper discusses how secular world views should be included in RE. Knowledge of secular world views can be understood in different ways. The paper distinguishes between two types of knowledge of secular world-views. The first type reflects the self-understanding of modernity while the second one represents a more critical stance influenced by post-modern thinking. It is argued that only the latter type is suitable for RE in public schools if the aim is to conduct an inclusive, non-confessional education.

National Category
Religious Studies
Identifiers
urn:nbn:se:hig:diva-28585 (URN)
Conference
2018 AAR Annual Meeting, 17-20 November 2018, Denver, Colorado, USA
Available from: 2018-11-22 Created: 2018-11-22 Last updated: 2018-12-03Bibliographically approved
Serrander, U. & Thalén, P. (Eds.). (2017). Kunskap, motstånd, möjlighet: Humanistisk forskning idag (1ed.). Halmstad: Molin & Sorgenfrei
Open this publication in new window or tab >>Kunskap, motstånd, möjlighet: Humanistisk forskning idag
2017 (Swedish)Collection (editor) (Refereed)
Abstract [sv]

Humanioras roll är delvis omstridd i dag. Vad har humanistisk forskning för relevans i samhället? Denna antologi rymmer ett brett spektrum av texter som visar att humaniora kan ha flera olika uppgifter i samhället och se ut på varierande sätt. Den traditionella bilden av humaniora håller långsamt på att ersättas av något nytt där en ökad mångfald av perspektiv och en vändning mot det praktiska är två framträdande karakteristika. Inom det humanistiska forskningsfältet, vilket speglas i texterna, påträffas allt från traditionellt kunskapssökande till samhällskritiska studier, vilka uttrycker ett motstånd mot rådande ordningar. I antologin återfinns också, såsom en del av den nyorientering som kan anas, bidrag som berör frågan hur det framtida samhället kan gestaltas.

Place, publisher, year, edition, pages
Halmstad: Molin & Sorgenfrei, 2017. p. 426 Edition: 1
Keywords
Humaniora, humanistisk forskning
National Category
Other Humanities
Identifiers
urn:nbn:se:hig:diva-25590 (URN)978-91-87515-99-6 (ISBN)
Note

Boken är tryckt med stöd från Högskolan i Gävle.

Available from: 2017-11-24 Created: 2017-11-24 Last updated: 2018-03-22Bibliographically approved
Thalén, P. (2017). Uppbrottet från traditionell ateism (1ed.). In: Ulrika Serrander & Peder Thalén (Ed.), Kunskap Motstånd Möjlighet: Humanistisk forskning i dag (pp. 340-362). Halmstad: Molin & Sorgenfrei
Open this publication in new window or tab >>Uppbrottet från traditionell ateism
2017 (Swedish)In: Kunskap Motstånd Möjlighet: Humanistisk forskning i dag / [ed] Ulrika Serrander & Peder Thalén, Halmstad: Molin & Sorgenfrei, 2017, 1, p. 340-362Chapter in book (Refereed)
Place, publisher, year, edition, pages
Halmstad: Molin & Sorgenfrei, 2017 Edition: 1
National Category
Religious Studies
Identifiers
urn:nbn:se:hig:diva-25963 (URN)978-91-87515-99-6 (ISBN)
Available from: 2018-01-08 Created: 2018-01-08 Last updated: 2018-03-13Bibliographically approved
Carlsson, D. & Thalén, P. (Eds.). (2015). Det postsekulära klassrummet: mot ett vidgat religionskunskapsbegrepp (1ed.). Gävle: Högskolan i Gävle
Open this publication in new window or tab >>Det postsekulära klassrummet: mot ett vidgat religionskunskapsbegrepp
2015 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Gävle: Högskolan i Gävle, 2015. p. 200 Edition: 1
Series
Scientific studies of religion from the University of Gävle, ISSN 1652-7895 ; 10
National Category
Philosophy, Ethics and Religion Educational Sciences
Identifiers
urn:nbn:se:hig:diva-20251 (URN)978-91-975446-8-9 (ISBN)
Available from: 2015-09-11 Created: 2015-09-11 Last updated: 2018-06-21Bibliographically approved
Thalén, P. & Carlsson, D. (2015). Inledning. In: David Carlsson & Peder Thalén (Ed.), Det postsekulära klassrummet: Mot ett vidgat religionskunskapsbegrepp (pp. 7-16). Gävle: Högskolan i Gävle
Open this publication in new window or tab >>Inledning
2015 (Swedish)In: Det postsekulära klassrummet: Mot ett vidgat religionskunskapsbegrepp / [ed] David Carlsson & Peder Thalén, Gävle: Högskolan i Gävle , 2015, p. 7-16Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Högskolan i Gävle, 2015
Series
Scientific studies of religion from the University of Gävle, ISSN 1652-7895 ; 10
National Category
Religious Studies
Identifiers
urn:nbn:se:hig:diva-20233 (URN)978-91-975446-8-9 (ISBN)
Available from: 2015-09-10 Created: 2015-09-10 Last updated: 2018-06-21Bibliographically approved
Thalén, P. (2015). Religion och vetenskap: ett nygammalt tema i religionsundervisningen i gymnasiet. In: David Carlsson & Peder Thalén (Ed.), Det postsekulära klassrummet: mot ett vidgat religionskunskapsbegrepp (pp. 135-149). Gävle: Högskolan i Gävle
Open this publication in new window or tab >>Religion och vetenskap: ett nygammalt tema i religionsundervisningen i gymnasiet
2015 (Swedish)In: Det postsekulära klassrummet: mot ett vidgat religionskunskapsbegrepp / [ed] David Carlsson & Peder Thalén, Gävle: Högskolan i Gävle , 2015, p. 135-149Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Högskolan i Gävle, 2015
Series
Scientific studies of religion from the University of Gävle, ISSN 1652-7895 ; 10
National Category
Philosophy, Ethics and Religion Educational Sciences
Identifiers
urn:nbn:se:hig:diva-20259 (URN)978-91-975446-8-9 (ISBN)
Available from: 2015-09-11 Created: 2015-09-11 Last updated: 2018-06-21Bibliographically approved
Waller, G., Thalén, P., Janlert, U., Hamberg, K. & Forssén, A. (2012). A cross-sectional and semantic investigation of self-rated health in the northern Sweden MONICA-study. BMC Medical Research Methodology, 12, 154
Open this publication in new window or tab >>A cross-sectional and semantic investigation of self-rated health in the northern Sweden MONICA-study
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2012 (English)In: BMC Medical Research Methodology, ISSN 1471-2288, E-ISSN 1471-2288, Vol. 12, p. 154-Article in journal (Refereed) Published
Abstract [en]

Background: Self-Rated Health (SRH) correlates with risk of illness and death. But how are different questions of SRH to be interpreted? Does it matter whether one asks: "How would you assess your general state of health?"(General SRH) or "How would you assess your general state of health compared to persons of your own age?"(Comparative SRH)? Does the context in a questionnaire affect the answers? The aim of this paper is to examine the meaning of two questions on self-rated health, the statistical distribution of the answers, and whether the context of the question in a questionnaire affects the answers. Methods: Statistical and semantic methodologies were used to analyse the answers of two different SRH questions in a cross-sectional survey, the MONICA-project of northern Sweden. Results: The answers from 3504 persons were analysed. The statistical distributions of answers differed. The most common answer to the General SRH was "good", while the most common answer to the Comparative SRH was "similar". The semantic analysis showed that what is assessed in SRH is not health in a medical and lexical sense but fields of association connected to health, for example health behaviour, functional ability, youth, looks, way of life. The meaning and function of the two questions differ - mainly due to the comparing reference in Comparative SRH. The context in the questionnaire may have affected the statistics. Conclusions: Health is primarily assessed in terms of its sense-relations (associations) and Comparative SRH and General SRH contain different information on SRH. Comparative SRH is semantically more distinct. The context of the questions in a questionnaire may affect the way self-rated health questions are answered. Comparative SRH should not be eliminated from use in questionnaires. Its usefulness in clinical encounters should be investigated.

Place, publisher, year, edition, pages
London: BioMed Central, 2012
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:hig:diva-17868 (URN)10.1186/1471-2288-12-154 (DOI)000313577600001 ()23046741 (PubMedID)2-s2.0-84867126259 (Scopus ID)
Available from: 2014-11-09 Created: 2014-11-09 Last updated: 2018-03-13Bibliographically approved
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