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Behövs emotionell intelligens i religionskunskapsundervisningen?: En kvalitativ studie
University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
2017 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

I denna studie utreds om utvecklandet av emotionell intelligens behövs i religionskunskapsundervisningen på gymnasiet, samt om en sådan pedagogik kan motarbeta främlingsfientlighet. I studien utreds också hur kunskap värderas i religionskunskapsundervisningen, samt i skolan i övrigt. I undersökningen har vi använt oss av olika forskares studier, samt kvalitativa intervjuer med åtta elever från två olika skolor i landskapet Gästrikland, Sverige. Vi har sedan jämfört och analyserat resultatet av dessa. Resultatet av undersökningen visade att utvecklandet av social intelligens värderades högst i religionskunskapsundervisningen, samt i skolans övriga ämnen och att social och emotionell intelligens främjar olika sorters förmågor. Vidare visade resultatet att utvecklandet av social intelligens inte kan motarbeta främlingsfientlighet, då denna förmåga endast utvecklar empati i syfte att anpassa sig till samhällets sociala normer, vilket kan leda till en falsk empati. Emotionell intelligens kräver, till skillnad från social intelligens, reflektion över egna och andras känslor, vilket kan leda till att en genuin empati utvecklas, samt en förståelse för människors känslor som allmänmänskliga processer. Således kan främlingsfientlighet motarbetas om emotionell intelligens används i pedagogiken, vilken bör genomsyra alla årskurser och ämnen med hjälp av narrativa metoder.

Abstract [en]

This study investigates if the development of emotional intelligence is needed in religious studies in upper secondary school and if that kind of pedagogy can oppose xenophobia. The study also investigates how knowledge is measured in religious studies and in school in general. We have used different researchers' theories to enrich our own research. We have also utilized quantitative interviews with eight students from two different schools in the county of Gästrikland, Sweden, which we have compared and analyzed. The result of the study showed that the development of social intelligence was the most valued trait in religious studies and also in other subjects in general. We also discovered that social and emotional intelligence encourages different kinds of abilities. Social intelligence can not oppose xenophobia since people who use this kind of intelligence only develops empathy in order to adapt to the social norms of society, which could lead to false empathy. Emotional intelligence, on the other hand, demands that the person in question reflect upon both their own and others' feelings. This can lead to the development of genuine empathy and an understanding of feelings as a general human process. Emotional intelligence can therefore be used to oppose xenophobia, which should permeate all education no matter the grade or subject, with the help of narrative methods.

Place, publisher, year, edition, pages
2017. , 66 p.
Keyword [en]
Emotional intelligence, social intelligence, empathy, feelings, xenophobia, religious didactics, pedagogy, narrative methods
Keyword [sv]
Emotionell intelligens, social intelligens, empati, känslor, främlingsfientlighet, religionsdidaktik, pedagogik, narrativa metoder
National Category
Religious Studies Didactics
Identifiers
URN: urn:nbn:se:hig:diva-23623OAI: oai:DiVA.org:hig-23623DiVA: diva2:1073993
Subject / course
Religious studies education
Educational program
Upper Secondary Teacher Education Programme
Supervisors
Examiners
Available from: 2017-02-14 Created: 2017-02-14 Last updated: 2017-02-14Bibliographically approved

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Citation style
  • apa
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