Religionsfag som det muliges kunst eller umulige kompromiser? De Skandinaviske religionsfags udviklinger siden 1990érne

Abstract

Sweden, Norway and Denmark have for many years separated from most countries in the world by having non-confessional religious education (RE) as timetabled subjects in the public elementary school. This article analyses and compares the official curricula for these subjects from 1994 to 2022 focussing on concepts on religion and culture, objectives, aims and contents, didactical approaches and the status and role of Christianity. The curricula for RE in Norway and Sweden show the largest degree of developments, while RE in Denmark have kept the same official profile during this period. The historical developments of the curricula reflect attempts of balancing between different interests, strategies and traditions. However, these compromises can also result in aspects, which from a critical perspective are problematic when it comes to non-confessional school subjects in multicultural, democratic and secular societies.