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To learn in a school subject is to learn content knowledge. However, it is also to learn disciplinary knowledge—that is, knowledge of the ways in which information is created, shared, and evaluated for quality in a subject. In this chapter, we discuss how two didactical tools developed for reading and writing in Norwegian non-denominational and non-confessional multi-faith religious education (RE)—“RE-spectare” and “RE-present & RE-flect”—promote disciplinary literacy and learning in RE. The tools are part of a methodological turn in RE that emphasises exploratory teaching and learning. Exploratory approaches require students to learn how knowledge about religion is created and evaluated. We find that, by focusing on positioning, sources and reflection, the two tools enable students to engage, elicit/engineer, examine, and evaluate learning in the subject (Moje, 2015) by drawing inspiration from disciplinary discourses in RE. In this way, they promote disciplinary learning and literacy. However, both tools will benefit from classroom practices that exemplify disciplinary ways of examining religion adapted to the age group.

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Disciplinary Learning in Norwegian Religious Education From a Plurality of Perspectives—Individual Convictions and Academic Conventions

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  • 发表日期：

    2026年

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  • Lars Unstad,
  • Camilla Stabel Jørgensen

摘要

To learn in a school subject is to learn content knowledge. However, it is also to learn disciplinary knowledge—that is, knowledge of the ways in which information is created, shared, and evaluated for quality in a subject. In this chapter, we discuss how two didactical tools developed for reading and writing in Norwegian non-denominational and non-confessional multi-faith religious education (RE)—“RE-spectare” and “RE-present & RE-flect”—promote disciplinary literacy and learning in RE. The tools are part of a methodological turn in RE that emphasises exploratory teaching and learning. Exploratory approaches require students to learn how knowledge about religion is created and evaluated. We find that, by focusing on positioning, sources and reflection, the two tools enable students to engage, elicit/engineer, examine, and evaluate learning in the subject (Moje, 2015) by drawing inspiration from disciplinary discourses in RE. In this way, they promote disciplinary learning and literacy. However, both tools will benefit from classroom practices that exemplify disciplinary ways of examining religion adapted to the age group.