stötestenar och språngbrädor vid utvecklingen av ett ämnesperspektiv
Nyckelord:TRÖSKELBEGREPP, RELIGIONSUNDERVISNING, VÄRLDSRELIGIONPARADIGM, LEVANDE RELIGION, SVERIGE, HÖGSKOLEPEDAGOGIK, ÄMNESDIDAKTIK, RELIGIONSDIDAKTIK
To master an academic discipline is challenging, and different scientific disciplines pose particular challenges to the novice, or beginner, that approach the subject. Threshold concepts has proven to be a pedagogically fruitful framework, related to the gradual mastering of a subject-specific perspective. The article introduces the framework, followed by an overview of how threshold concepts have been used in research of the field of religious education. Previous research has primarily been concerned with confessional RE. The discussion is broadened to a Swedish university context through empirical material (interview and survey) of students from History of Religion. It is argued that lived religion, world religion paradigm, emic/etic, and orthodoxy/orthopraxy could be threshold concepts in this context. As such, they could be considered as keys unlocking the academic subject of History of Religion. The education given might be improved by considering the threshold concepts in course planning and teaching.