Description
ABSTRACT
Education is one of the indicators by which the level of development of individual countries, peoples, communities is measured. Education is essential in the socio-economic structure of the state because its level depends on the development of all spheres of public life. Human well-being, the position of culture and spirituality in society, the pace of economic, scientific, technological, political and social progress much depends on the quality and level of education. Nowadays, globalisation and migration have become the driving forces of social development. At this stage, it is necessary to pay maximum attention to the education of children and youth in secondary schools. After all, the task of religious education, and education in general, is to promote a culture of tolerance, which is the basis of effective civilised communication and coexistence.
The potential of religion in ethics and value education has been effectively realised in Norway for centuries. The country has undergone several educational reforms in recent decades (1997, 2006), which have had a significant impact on the development of
religious education in Norway’s secondary schools and now is a compulsory part of the curriculum.
In 2020, the National Core Curriculum in Norway was wholly renewed for primary, lower secondary and upper secondary schools. This research aims to consider the religious education in lower and upper secondary schools in Norway. It is worth mentioning that the changes in the religious subject’s curriculum in secondary schools in 2006 and 2020 resulted from the national educational reforms and the revision of all curricula.
It is essential to note the absolutely positive notion while studying religion in Norwegian secondary schools – the realisation of the fundamental goals of national education. It is achieved by teaching and learning a common language, history, culture, and central religion.
We can reveal the definition of Christianity from the description of the goals of competency mainly through the standard formulation “Christianity, other religions and worldviews”. Looking at Norway’s religious education in retrospect, we can conclude that the process of globalisation has made it possible to include the study of religions other than Christianity in schools, religious interfaith programmes or projects, and secular and religious education courses.
In our article, we were able to analyse the basic principles and ways of implementing religious education in secondary schools in Norway.
Keywords: religious education, spiritual and moral education, KRL, worldviews.
