Over the past 50 years, the concept existential question has played a less prominent role in upper secondary school curricula. The interpretation of the world view perspective has been retained until the curriculum 2000. Perspectives of personal development and interpretation of life in upper secondary school have almost disappeared. The syllabus has been content centred, reflective and analytical in priciple. Hartman says that this is a result of a growing secularization and pluralism and a scientific spirit in society. Against this, one might argue that secularization does not necessarily mean just scientific spirit. Secularization might as well mean greater transparency and boldness to discuss existential questions and life interpretation. In addition to the overall factors in society, a contributing factor in my opinion has been the evaluation system as a basis for grading. Reasoning and interpretation of ones's own proposal is difficult to measure, and so is defining what skills can be required to the students. Perhaps it is important to realize that everything in school does not be measurable in order to be meaningful.
|Translated title of the contribution||Existentiella frågor i forskning och undervisning i form av svar till Sven Hartman|
|Title of host publication||Challenging Life|
|Subtitle of host publication||Existential Questions as a Resource for Education|
|Editors||Jari Ristiniemi, Geir Skeie, Karin Sporre|
|Place of Publication||Münstet New York|
|Publication status||Published - 2018 Dec 1|
|Name||Religious Diversity and Education in Europe|