Espen Schjetne
Biographic Data
| ID | 7991555 |
|---|---|
| NAME | Espen Schjetne |
| GIVEN NAMES | Espen |
| FAMILY NAME | Schjetne |
| SIGNATURE | SCHJETNE E |
| AFFILIATIONS | Østfold University of Applied Sciences |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Meeting the majority religion. Majority church field trips and educational equality in Norwegian RE
Field trips to faith communities are generally seen as a valuable way of learning about different religions. This article reports on a qualitative study exploring the practice of primary school field trips to the Church of Norway; the majority church that historically has had a religiously dominant role in Norwegian society. Utilising perspectives on place and space, the article investigates the encounters and learning opportunities the field tri…
Trenger fellesverdiene en historie? - Kulturarv og eierskap som utfordring i KRLE-faget
This article discusses whether and how we should approach the historical dimension of cultural heritage in the Norwegian religious education subject, KRLE. The discussion is based on what can be described as a type of cultural heritage history, namely the narrative of the history of humanism that has dominated Norwegian KRLE textbooks, and which centers around the emergence of rationality, human dignity, and democracy and rights. The article show…
Empirical moral philosophy and teacher education
In this paper, we explore the possible contributions of empirical moral philosophy to professional ethics in teacher education. We argue that it is both possible and desirable to connect knowledge of how teachers empirically do and understand professional ethics with normative theories of teachers' professional ethics. Our argument is made in dialogue with the moral philosophy of Charles Taylor and the emerging tradition of 'empirical ethics' in …
No prominent works on this page.
Empirical moral philosophy and teacher education
In this paper, we explore the possible contributions of empirical moral philosophy to professional ethics in teacher education. We argue that it is both possible and desirable to connect knowledge of how teachers empirically do and understand professional ethics with normative theories of teachers' professional ethics. Our argument is made in dialogue with the moral philosophy of Charles Taylor and the emerging tradition of 'empirical ethics' in …
Meeting the majority religion. Majority church field trips and educational equality in Norwegian RE
Field trips to faith communities are generally seen as a valuable way of learning about different religions. This article reports on a qualitative study exploring the practice of primary school field trips to the Church of Norway; the majority church that historically has had a religiously dominant role in Norwegian society. Utilising perspectives on place and space, the article investigates the encounters and learning opportunities the field tri…
Trenger fellesverdiene en historie? - Kulturarv og eierskap som utfordring i KRLE-faget
This article discusses whether and how we should approach the historical dimension of cultural heritage in the Norwegian religious education subject, KRLE. The discussion is based on what can be described as a type of cultural heritage history, namely the narrative of the history of humanism that has dominated Norwegian KRLE textbooks, and which centers around the emergence of rationality, human dignity, and democracy and rights. The article show…
Philosophy (3 works) · Political science (3 works) · Sociology (2 works) · Applied ethics (1 work) · Argument (complex analysis (1 work) · Art (1 work) · Articulation (sociology (1 work) · Balkan and Eastern European Studies (1 work) · Cultural Heritage Management and Preservation (1 work) · Diverse Musicological Studies (1 work)