The aim of this article is to examine patterns in Swedish children’s existential questions and worldviews in 2020 in relation to patterns from 1970 and 1987, but also to point towards a further discussion of importance, about possible RE responses to these findings. The material, children’s texts, comes both from studies conducted by Sven Hartman and colleagues in the 1970s and 1980s, and from new empirical studies. The children’s responses are collected according to the same method, sentence completion tasks, in both cases. Theoretically, the article is anchored in both the tradition of Swedish worldview studies and the new international interest in these perspectives for religious education. Existential questions and worldviews are seen as interdependent in human beings’ life interpretations, which are continuously developing and are both sociocultural and existential in nature. The empirical findings show a strong and increasing focus on relationships, but also a recurrent focus on achievements, which relates to school as context and community. In relation to these findings, the article stresses the importance of RE responses, and discusses concretely what such responses might advantageously include. Among other things, the importance is stressed of an RE that offers the student greater awareness of her life interpretations, and encourages her to develop broader repertoires of frameworks, through which the student might have a better chance to be the author of her own life, which is inevitably a collectively shared life.

本文的目的是对照 1970 年和 1987 年的模式，审视 2020 年瑞典儿童的存在主义问题和世界观的模式，同时也指出进一步讨论重要性，以及 RE 对这些发现可能做出的回应。这些儿童文本材料既来自 Sven Hartman 及其同事在 20 世纪 70 年代和 80 年代进行的研究，也来自新的实证研究。在这两种情况下，孩子们的回答都是按照相同的方法收集的，即句子完成任务。从理论上讲，这篇文章既植根于瑞典世界观研究的传统，也植根于国际社会对这些宗教教育观点的新兴趣。存在问题和世界观在人类的生活解释中被视为相互依存的，这些解释不断发展，本质上既是社会文化的，也是存在的。实证研究结果表明，人们越来越关注关系，但也经常关注成就，这与学校作为背景和社区有关。关于这些发现，本文强调了 RE 响应的重要性，并具体讨论了此类响应可能有利地包括哪些内容。除其他外，强调了 RE 的重要性，它使学生能够更好地认识自己的生活解释，并鼓励她开发更广泛的框架库，通过这些框架，学生可能有更好的机会成为自己生活的作者，这不可避免地是一种集体共享的生活。