Essentialism i sekulär religionsundervisning

Abstract

Students on introductory courses in religious studies at Swedish universities often understand and conceptualize religion in an essentialist way. Whilst an essentialist understanding of religions might be adequate in primary and secondary education, it becomes an obstacle in higher education and teacher training programs where an understanding of the variations within religions is required for higher grades.

This article singles out four factors as instrumental in the establishment and reproduction of essentialist understanding of religion among Swedish students: 1) Primary and secondary education shaped by the world religions paradigm. 2) Lack of source criticism towards religious narratives in religious education and textbooks. 3) Essentialist views of religions expressed by (confessional) scholars, and 4) the emotional gains of religious in- and outgroup constructions.

The article concludes that although traditional, authoritarian and nationalist (TAN) ideology favors essentialist understandings of religions, these are not compatible with the cosmopolitan values expressed in the Education Act. Furthermore, education based on essentialist understanding of religion based on the most devoted practitioners’ beliefs and practices creates a milieu where less devoted practitioners´ observance are questioned.