Anuleena Kimanen

Vapaus – sivistys – osallisuus

Introduction

Vapaus – sivistys – osallisuus. Vapaus, sivistys ja osallisuus Suomen uskonnonopetuksen ja rippikoulun opetussuunnitelmissa. Tutkii avoimuuden diskursseja ja toimijuutta uskonnollisissa valinnoissa.

Abstract

This article addresses discourses used to express openness in the three most recent curricula of Finnish Lutheran confirmation classes (2017, 2001 and 1980) and religious education (RE) in schools (2014, 2004 and 1994). These discourses are analysed to determine the positions, rights and duties they construct for teachers and learners. The RE curricula used a discourse of general  knowledge that constructs the position of an educated observer. More committed identities were also constructed, but the related discourses were conflicting and ambiguous. The confirmation school curricula have shifted from helping students to embrace faith to a discourse of participation, both in decision-making about their learning (agency) and as members of their faith community (belonging). Participation understood as agency encouraged openness; as belonging, it set a closed, socialising goal. Hence, for both school RE and confirmation classes, agency could be a useful concept to describe young people’s freedom to choose their faith commitment. Tässä artikkelissa tarkastellaan diskursseja, joilla perusopetuksen uskonnonopetuksen ja luterilaisen kirkon rippikoulun viimeaikaisissa opetussuunnitelmissa ilmaistaan tavoitteiden avoimuutta. Löydettyjä diskursseja analysoidaan siitä näkökulmasta, millaisia asemia, oikeuksia ja velvollisuuksia ne rakentavat opetukselle ja oppijalle. Tutkimuksen kohteena ovat peruskoulun opetussuunnitelmat vuosilta 2014, 2004 ja 1994. Rippikoulusuunnitelmat ovat vuosilta 2017, 2001 ja 1980. Tarkastelluissa perusopetuksen uskonnon opetussuunnitelmissa käytettiin kaikissa yleissivistyksen diskurssia, joka rakentaa sivistyneen tarkkailijan asemaa. Sitoutuneempiakin identiteettejä rakennettiin, mutta nämä diskurssit olivat ristiriitaisia ja monitulkintaisia. Rippikoulun opetussuunnitelmissa on siirrytty uskon omaksumisessa auttamisen diskurssista osallisuuden diskurssiin. Toimijuuden merkityksessä osallisuus toimi hyvin avoimuuden ilmaisemisessa, sen sijaan kuulumisen merkityksessä osallisuus muodosti suljetun, sosiaalistavan tavoitteen. Toimijuus olisikin sekä koulun uskonnonopetukselle että rippikoululle hyvä käsite kuvaamaan nuoren vapautta ratkaista itse, mihin sitoutuu.

Review

The article "Vapaus – sivistys – osallisuus" presents a timely and insightful discourse analysis of openness within Finnish Lutheran confirmation class and school religious education (RE) curricula across several decades (1980/1994 to 2017/2014). The study effectively maps how these key educational frameworks construct the positions, rights, and duties of both teachers and learners, offering a crucial understanding of evolving pedagogical and theological goals. The dual focus on both formal RE and confessional education provides a rich comparative canvas, highlighting distinct and converging trends in religious formation, making it a valuable contribution to the field. A significant strength of this research lies in its meticulous application of discourse analysis to reveal the nuanced ideological underpinnings of curriculum design. The abstract clearly delineates how RE curricula predominantly employ a "general knowledge" discourse, framing the learner as an "educated observer," while simultaneously grappling with conflicting and ambiguous discourses around more committed identities. For confirmation classes, the shift from "helping students embrace faith" to a "discourse of participation" is particularly compelling. The authors astutely differentiate between participation as "agency" (encouraging openness) and as "belonging" (setting a closed, socialising goal). This distinction is a major conceptual contribution, offering a valuable lens through which to understand the complex dynamics of religious socialization and individual freedom of commitment. The proposition of "agency" as a unifying and empowering concept for both educational contexts is a strong and practical conclusion. This study offers valuable insights not only for Finnish contexts but also for broader discussions on religious education globally, particularly in pluralistic societies grappling with the balance between religious heritage and individual autonomy. While the abstract strongly outlines the findings, the full paper would benefit from elaborating on the societal, theological, or pedagogical pressures that might have driven these discursive shifts over time. Further discussion on the practical implications of adopting an "agency"-focused approach for curriculum developers and educators, and how this might manifest in classroom or confirmation class practice, would also enrich the contribution. Overall, this is a well-conceived and executed piece of research that makes a significant contribution to the fields of religious education and curriculum studies, deserving of publication.

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