{"id":156452,"date":"2025-03-03T12:33:08","date_gmt":"2025-03-03T10:33:08","guid":{"rendered":"https:\/\/evl.fi\/plus\/?p=156452"},"modified":"2025-03-10T15:52:54","modified_gmt":"2025-03-10T13:52:54","slug":"religion-och-kultur-granser-och-grazoner","status":"publish","type":"post","link":"https:\/\/evl.fi\/plus\/sv\/kirkon-tutkimus\/religion-och-kultur-granser-och-grazoner\/","title":{"rendered":"Religion och kultur: gr\u00e4nser och gr\u00e5zoner"},"content":{"rendered":"\n

Religion och kultur: gr\u00e4nser och gr\u00e5zoner<\/p>\n\n\n\n

I boken Samh\u00e4llsvetenskapens id\u00e9 och dess relation till filosofin<\/em> diskuterar filosofen Peter Winch (1926\u20131997) skiljelinjer och hur dessa kan f\u00f6rst\u00e5s. F\u00f6r att illustrera hur en skarp skiljelinje kan se ut ger han ett exempel som handlar om vatten som fryser till is. Fr\u00e5gan som st\u00e4lls i exemplet \u00e4r f\u00f6ljande: \u201dHur m\u00e5nga grader m\u00e5ste man s\u00e4nka temperaturen i en sk\u00e5l med vatten f\u00f6r att det skall ska frysa?\u201d (Winch 1994: 75). Svaret kan i detta fall fastst\u00e4llas med ett experiment. Enligt Winch finns det dock inte alltid skarpa skiljelinjer som i detta exempel. Alla fr\u00e5gor kan inte heller besvaras med hj\u00e4lp av experiment. Som exempel p\u00e5 en fr\u00e5ga som inte g\u00e5r att fastst\u00e4lla med ett experiment n\u00e4mner han f\u00f6ljande: \u201dHur m\u00e5nga vetekorn m\u00e5ste man l\u00e4gga samman innan det blir en h\u00f6g?\u201d Ett experiment skulle inte fungera i detta fall i och med att kriterierna \u00e4r vaga f\u00f6r vad en h\u00f6g \u00e4r i j\u00e4mf\u00f6relse med vad som inte \u00e4r en h\u00f6g. (Winch 1994: 75)<\/p>\n\n\n\n

Huruvida skarpa gr\u00e4nser kan dras \u00e4r en central fr\u00e5ga i mitt doktorandprojekt Religionsl\u00e4s(o)kunnighet? En analys av f\u00f6rh\u00e5llandet mellan religion och kultur i verksamhetskulturen i h\u00f6gstadieskolor i Svenskfinland<\/em>. I projektet analyserar jag f\u00f6rh\u00e5llandet mellan religion och kultur. Detta f\u00f6rh\u00e5llande \u00e4r inte bara centralt i min avhandling utan figurerar ocks\u00e5 i aktuella samh\u00e4llsdiskussioner. Ett exempel \u00e4r skolkonserten Messias <\/em>som inhiberades i november 2024 p\u00e5 grund av att den ans\u00e5gs ha religi\u00f6sa element (Kyrksl\u00e4tt 2024). H\u00e4ndelsen resulterade i en stor diskussion i media, bland annat om vad som \u00e4r religion och vad som \u00e4r kultur (se Helenius 2024). Sakkunniga p\u00e5 \u00e4mnet r\u00e5dfr\u00e5gades \u2013 exempelvis professorn i religionsvetenskap vid Helsingfors universitet Titus Hjelm och direkt\u00f6r vid Utbildningsstyrelsen Jarkko Niiranen (A-studio 2024). Ocks\u00e5 undervisningsminister Anders Adlercreutz blev intervjuad (Fagerstr\u00f6m & Torvalds 2024). Utg\u00e5ende fr\u00e5n bland annat den h\u00e4r h\u00e4ndelsen och den diskussion som f\u00f6ljde kan det konstateras att det verkar finnas en viss press p\u00e5 att skolan ska kunna dra skarpa gr\u00e4nser mellan religion och kultur \u2013 f\u00f6r att p\u00e5 s\u00e5 vis ocks\u00e5 kunna avg\u00f6ra vad som \u00e4r \u201dtill\u00e5tet\u201d och vad som \u201dinte \u00e4r det\u201d.<\/p>\n\n\n\n

De gemensamma festerna f\u00e5r ocks\u00e5 ha religi\u00f6sa inslag. Enligt grundlagsutskottet \u00e4r s\u00e5dana festtraditioner en del av den finl\u00e4ndska kulturen. Enligt utskottets bet\u00e4nkande kan en fest som<\/em> eventuellt inkluderar n\u00e5gon enstaka psalm i den religi\u00f6sa toleransens namn inte betraktas som en tillst\u00e4llning f\u00f6r ut\u00f6vning av religion. Grundlagsutskottet anser att ocks\u00e5 andra motsvarande traditioner som i sig har religi\u00f6st ursprung f\u00e5r ing\u00e5 i skolans traditionella fester. (Grundlagsutskottets bet\u00e4nkande 10\/2002 rd, 2\/2014 rd och 16\/2021 rd) (UBS 2022: 6)<\/em><\/p>\n\n\n\n

Utifr\u00e5n de riktlinjer som getts av grundlagsutskottet och riksdagens bitr\u00e4dande justitieombudsman \u00e4r det inte m\u00f6jligt att s\u00e4tta en exakt gr\u00e4ns f\u00f6r antalet religi\u00f6sa inslag i skolans gemensamma fester \u2013 det \u00e4r en fr\u00e5ga som utbildningsanordnaren eller skolan m\u00e5ste \u00f6verv\u00e4ga. Vid \u00f6verv\u00e4gandet b\u00f6r uppm\u00e4rksamhet f\u00e4stas vid den helhet som festen bildar och de religi\u00f6sa inslagens andel i den. (UBS 2022: 7)<\/em><\/p>\n\n\n\n

I exemplet ovan \u00e4r det \u00e4nd\u00e5 inte fr\u00e5gan om en gr\u00e4ns mellan vad som \u00e4r kultur och vad som \u00e4r religion, utan snarare hur m\u00e5nga<\/em> religi\u00f6sa inslag som g\u00f6r ett evenemang religi\u00f6st. H\u00e4r dras inte en exakt gr\u00e4ns, men texten antyder \u00e4nd\u00e5 att en gr\u00e4ns mellan vad som \u00e4r \u201dtill\u00e5tet\u201d och \u201dinte till\u00e5tet\u201d existerar. I mitt doktorandprojekt g\u00e5r jag p\u00e5 djupet in p\u00e5 fr\u00e5gan om gr\u00e5zoner mellan religion och kultur samt hur l\u00e4rare och rektorer f\u00f6rh\u00e5ller sig till dessa begrepp. Detta g\u00f6r jag genom att intervjua l\u00e4rare och rektorer i olika h\u00f6gstadieskolor i Svenskfinland. Vad \u00e4r \u201dreligion\u201d och \u201dkultur\u201d i skolan enligt dem? Jag g\u00e5r ocks\u00e5 in p\u00e5 fr\u00e5gan om kulturalisering (culturalization) och huruvida en s\u00e5dan process g\u00e5r att sk\u00f6nja i skolor \u2013 det vill s\u00e4ga huruvida element med religi\u00f6s karakt\u00e4r placeras under kategorin \u201dkultur\u201d eller \u201dv\u00e5rt arv\u201d f\u00f6r att forts\u00e4ttningsvis f\u00e5 finnas kvar (Taira et al 2022: 194, 197). D\u00e5 prim\u00e4rmaterialet \u00e4r ihopsamlat analyserar jag det utg\u00e5ende fr\u00e5n teorier om kulturarv, men ocks\u00e5 religionsl\u00e4skunnighet <\/em>\u2013 det vill s\u00e4ga en f\u00f6rm\u00e5ga att kunna analysera de kontaktytor d\u00e4r religion och det sociala\/politiska\/kulturella livet m\u00f6ts (Moore 2007; se ocks\u00e5 Rissanen et al 2020; Ennis 2017; Linjakumpu et al 2023: 16\u201318). Religionsl\u00e4skunnighet och kulturarv<\/em> utg\u00f6r s\u00e5ledes det teoretiska ramverk genom vilket jag str\u00e4var efter att kunna identifiera och analysera detta komplexa f\u00f6rh\u00e5llande mellan religion och kultur.<\/p>\n\n\n\n

Referenser<\/h2>\n\n\n\n

A-studio, \u2019Saako uskonto n\u00e4ky\u00e4 kouluissa?\u2019, Yle, 11.11.2024.<\/p>\n\n\n\n

https:\/\/areena.yle.fi\/1-66930254<\/a> (27.1.2025).<\/p>\n\n\n\n

Ennis, Ariel, Teaching Religious Literacy: A Guide to Religious and Spiritual Diversity in Higher Education<\/em> (Oxon: Routledge, 2017).<\/p>\n\n\n\n

Fagerstr\u00f6m, Niklas & Torvalds, Sara, \u2019Undervisningsministern: Barockkonsert med religi\u00f6sa inslag \u00e4r okej i skolan\u2019, Yle, 9.11.2024.<\/p>\n\n\n\n

https:\/\/svenska.yle.fi\/a\/7-10067078<\/a> (4.2.2025).<\/p>\n\n\n\n

Hackman, Milena,\u2019HS: Skola st\u00e4llde in barnens barockkonsert p\u00e5 grund av religi\u00f6sa teman\u2019 Yle, 9.11.2024.<\/p>\n\n\n\n

https:\/\/yle.fi\/a\/7-10067077<\/a> (27.1.2025).<\/p>\n\n\n\n

Helenius, Ann-Charlotte, \u2019Upp till rektorerna att tolka vad som \u00e4r religi\u00f6st, s\u00e4ger Utbildningsstyrelsen efter uppst\u00e5ndelse kring skolkonsert\u2019. Yle, 11.11.2024.<\/p>\n\n\n\n

https:\/\/svenska.yle.fi\/a\/7-10067159<\/a> (21.11.2024).<\/p>\n\n\n\n

Kyrksl\u00e4tt, \u2019Barockkonsert p\u00e5 skola inst\u00e4lld \u2013 f\u00f6rhoppningen \u00e4r att konserten kan ordnas vid ett nytt tillf\u00e4lle\u2019, publicerad 10.11.2024.<\/p>\n\n\n\n

https:\/\/kyrkslatt.fi\/barockkonsert-pa-skola-installd-forhoppningen-ar-att-konserten-kan-ordnas-vid-ett-nytt-tillfalle<\/a> (4.2.2025).<\/p>\n\n\n\n

Linjakumpu, Aini, Sakaranaho, Tuula, Konttori, Johanna, Rissanen Inkeri, Illman Ruth, Ubani Martin & Tiilikainen, Marja, Uskontolukutaito suomalaisessa yhteiskunnassa (Helsingfors: Gaudeamus, 2023).<\/p>\n\n\n\n

Moore, Diane L., Overcoming Religious Illiteracy: A Cultural Studies Approach to the Study of Religion in Secondary Education (New York: Palgrave Macmillan, 2007).<\/p>\n\n\n\n

Rissanen, Inkeri, Ubani, Martin & Sakaranaho, Tuula, \u201dChallenges of Religious Literacy in Education: Islam and the Governance of Religious Diversity in Multi-faith Schools\u201d, red. Tuula Sakaranho, Timo Aarrevaara & Johanna Konttori, The Challenges of Religious Literacy: The Case of Finland <\/em>(Springer Link, 2020).<\/p>\n\n\n\n

Taira, Teemu & Beaman, Lori G., \u2019Majoritarian Religion, Cultural Justification and Non-Religion: Finland in the International Context\u2019, Temenos vol. 58 No. 2 (2022), s. 193\u2013216. https:\/\/doi.org\/10.33356\/temenos.113798<\/a> (20.3.2022).<\/p>\n\n\n\n

Utbildningsstyrelsen, UBS, \u2019Anvisning om anordnande av undervisning i religion och liv\u00e5sk\u00e5dningskunskap i den grundl\u00e4ggande utbildningen och \u00e5sk\u00e5dsfostran i f\u00f6rskoleundervisningen samt om gemensamma fester och religi\u00f6sa evenemang\u2019, 19.9.2022.<\/p>\n\n\n\n

Winch, Peter, Samh\u00e4llsvetenskapens id\u00e9 och dess relation till filosofin j\u00e4mte fyra ess\u00e4er<\/em>, \u00f6vers. Sandbacka, Carola & Torrkulla, G\u00f6ran (Stockholm: Thales, 1994).<\/p>\n\n\n\n

Skribent<\/h2>\n\n\n\n

Ada Elgabsi<\/p>\n\n\n\n

Ada Elgabsi forskar i religionsl\u00e4s(o)kunnighet vid \u00c5bo Akademi. Hon har erh\u00e5llit Kyrkans forsknings och utbildnings forskningsanslag. <\/p>\n","protected":false},"excerpt":{"rendered":"

Huruvida skarpa gr\u00e4nser kan dras \u00e4r en central fr\u00e5ga i mitt doktorandprojekt Religionsl\u00e4s(o)kunnighet? En analys av f\u00f6rh\u00e5llandet mellan religion och kultur i verksamhetskulturen i h\u00f6gstadieskolor i Svenskfinland. <\/p>\n","protected":false},"author":440,"featured_media":156494,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"141132,136099,141266,136119,127114,141097","_relevanssi_noindex_reason":"","footnotes":""},"categories":[19631],"tags":[],"class_list":["post-156452","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-kirkon-tutkimus"],"acf":false,"yoast_head":"\nReligion och kultur: gr\u00e4nser och gr\u00e5zoner - EVL Plus<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/evl.fi\/plus\/sv\/kirkon-tutkimus\/religion-och-kultur-granser-och-grazoner\/\" \/>\n<meta property=\"og:locale\" content=\"fi_FI\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Religion och kultur: gr\u00e4nser och gr\u00e5zoner - EVL Plus\" \/>\n<meta property=\"og:description\" content=\"Huruvida skarpa gr\u00e4nser kan dras \u00e4r en central fr\u00e5ga i mitt doktorandprojekt Religionsl\u00e4s(o)kunnighet? 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