Important Perspectives and Concepts to Teach in Ethics Education

Abstract

In the field of ethics, which is a part of the subject religious education (RE) in Sweden, there is still insufficient research related to powerful knowledge. The aim of this article is to contribute knowledge to the field by examining what teachers see as important perspectives and concepts in ethics education. To fulfil this aim, eight teachers in Swedish compulsory schools have been interviewed about central perspectives and concepts related to their teaching in ethics. The results show that the interviewed teachers emphasize three perspectives which concern: (1) society locally and globally, (2) different ethical dilemmas and (3) the students’ experiences in school and at home. The teachers also believe that certain concepts are needed for students to understand what a democratic society means, to succeed in subsequent stages of education and to understand their own lives. The teachers’ descriptions of what they view as important perspectives and concepts relate to knowledge that has power and potential for social justice. They want to prepare and engage their students in relation to questions that they may face both now and in their futures.