ABSTRACT

This article, based on a mixed-method study, examines which dimensions of worldview are addressed by a group (N = 134) of Finnish students and in-service educators when interpreting a written imaginary case from everyday school life. The findings are interpreted in the framework of worldview literacy, derived from the concept of religious literacy and defined as an ability to decipher situations with aspects of worldview diversity. Data from open responses to a survey were approached in two ways, quantitatively, where worldview literacy was seen as an ability to recognise the impact of worldview in the case and argue for it, and qualitatively, where the different aspects of worldview mentioned by the participants were analysed. In terms of the quantitative analysis, the survey revealed a tendency to avoid explaining situations through worldview. From a qualitative point of view, the participants most often mentioned worldview as beliefs and something deeply significant and emotional. Furthermore, the data raised questions about essentialist attitudes towards worldviews and cultures, and recognising power issues. The case-based open question yielded multifaceted data, pointing to the fact that this method could be developed to measure worldview literacy.

摘要

本文基于一项混合方法研究，探讨了一组 (N = 134) 芬兰学生和在职教育工作者在解释日常学校生活中的书面虚构案例时所涉及的世界观的哪些维度。这些发现是在世界观素养的框架下进行解释的，该框架源自宗教素养的概念，并被定义为一种解读具有世界观多样性方面情况的能力。来自对调查的公开回应的数据以两种方式处理，定量的，世界观素养被视为一种能力，可以识别世界观在案例中的影响并为其辩护，以及定性的，参与者提到的世界观的不同方面进行了分析。在定量分析方面，调查显示出避免通过世界观解释情况的倾向。从定性的角度来看，参与者最常提到的世界观是一种信念，是一种具有深刻意义和情感的东西。此外，数据提出了关于本质主义对世界观和文化的态度以及对权力问题的认识的问题。基于案例的开放式问题产生了多方面的数据，表明可以开发这种方法来衡量世界观素养。