2019

Keränen-Pantsu, Raili; Heikkinen, Hannu

This study explores teachers’ pedagogical purposes for using narratives in Finnish religious and worldview education. The article stems from a philosophical and pedagogical view on narrative cognition as a fundamental element of worldview education. Teachers work as interpreters of the cultural stock of stories, including culturally fundamental religious narratives, and convert it into a pedagogical tool for identity work. The research data consists of interviews with primary school class teachers (N=6) about using narratives in the context of worldview education. Using qualitative content analysis as a research method, four main categories were identified. Teachers used the narratives: (1) to offer knowledge about religions and worldviews to their pupils; (2) to help their pupils to reflect on existential and transcendental issues; (3) to develop pupils’ ethical abilities; and (4) to promote pupils’ sense of community. Narratives are used in diverse ways; teachers use narratives in a dialogical manner in teaching, and pupils are encouraged to share their own thoughts and ideas. The narrative approach in worldview education provides means for teachers to promote conditions for a safe space and promote dialogue enabling worldview reflection. Narratives have a lot to offer for pluralistic and polyphonic education, opening up diverse ways of viewing the world. The study confirms that the narrative approach offers promising potential for worldview education but, given the restrictions of the small sample of this study, further research is needed.