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RELIGIOUS EDUCATION IN FINLAND 2011 P. Iivonen
Finland is a Parliamentary Democracy. Population is about 5.4 million Inhabitants. Religions in Finland: 80% Lutherans, 1,1% Orthodox, 0,9% Muslims, 1,1 % Others (Jews etc.), 13,5% no religious affiliation. Recently the Orthodox Church and Muslim population has begun to grow. Both have now over 60,000 members. The Catholic Church has a membership of around 8,000. The Protestant denominations, for example Baptists, Methodists, the Salvation Army and Adventists total membership remains under 1% of the population. Jews is in Finland about 1,200.
Education system in Finland. Pre-school teaching is provided in schools and day care centre. Pre-school teaching starts a year before children go to the comprehensive school. The aim of pre-school teaching is to improve children's capacity and skills for school and learning. Participation in pre-school teaching is voluntary. However, entering the pre-school education is child’s subjective right.
Children start compulsory school at the age of 7. It is also possible to start school one year earlier or later based on a medical psychologist 's or physician's statement. Finland has nine years of compulsory schooling. Local authorities primarily run comprehensive schools. The government contributes to the financing of all schools. Nine years of basic education can be continued in two major ways either in vocational training or in upper secondary level. Both vocational and upper secondary studies make it possible to continue one’s studies in the University of Applied Sciences or at the University.
Historical Background in Religious Education. Religious education is rendered in the own religion of the majority which in Finnish context means Lutheran religious education. Religious education in Finland is nonconfessional and a Religious education teacher does not need to be a member of the Lutheran or any church. The teacher needs to have a qualified training for Religious education which usually requires an university diploma (Master's degree). A non-Lutheran pupil can also take part in Lutheran Religious education if their guardians so request. Schools must also give instruction in religions other than Lutheran faith (such as islam, baha'i etc.) if there is a minimum of three pupils representing the faith in the school. The religion in question must be registered in Finland and the students' family must belong to the religion. All Religious education must have a curriculum which needs to be accepted by the Finnish National Board of Education. However, some Christian minority groups are taking part in Lutheran Religious education lessons in spite of the option mentioned above
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but on the other hand if one’s own instruction is available, the pupil has no right to opt out from it.
The status of the Orthodox instruction differs from other religious minorities. If there are at least 3 Orthodox children in municipality schools instruction is automatically provided and parents request is not needed.
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The concept «according to one’s own religion» is rather new since before year 2003 Religious education was defined denominational. However, during the last two decades the Finnish Lutheran denominational Religious education has been understood as non-confessional in spiritual or religious meaning. The term confessional indicates the content of education. The major content was knowledge about one’s own religion. In this meaning religious education differs from religious practice. So basically one’s own religion is an updated version of the recent good practice. The term confessional indicates the content of education. The major content was knowledge about one’s own religion (Honkaheimo, Luodeslampi 2006). In this meaning the lessons are not practicing religion at a school class. Related to the question “practicing religion at a school class”, National Board of Education has given guidelines for Religious education based on Act for Religious Freedom (2003). Among them is that basically religious practising is forbidden at a school class (e.g. praying or having religious ceremonies). The only exception is that it is allowed due to pedagogical reasons. In the Orthodox pedagogy it is not a problem, because in most cases the teaching contents are related to prayers and hymns and those can be used to explain and illustrate the Orthodox doctrine. This is the way how Orthodox Religious education has been implemented at schools and thus basically one’s own religion in practice supports the Orthodox Religious education pedagogy and its' good practice. The final push to reject the word “confessional” from Religious education was the new Act for Religious Freedom (2003). The previous law (1922) expression established freedom from religion. On the contrary, the current law is made on the basis of a positive right: freedom for religion.. Schools are not based on religion or supported by the religion. There are less than 15 Christian schools in Finland (Honkaheimo, Luodeslampi 2006). Today the way of giving Religious education at schools according to ones' owns religion does not cause any contradiction between state and churches or religions.
In Finland we have religious freedom, each student has the right to receive religious education according to his or her own confession. If pupils are to receive religious education, it is natural that it is based on their own confession. To teach religion according to the one’s confession implies that children are introduced to basic his/her doctrines of own religion. These doctrines constitute the content of one’s faith which helps the children to clarify their faith. In the context of the school the most widely accepted interpretation is the pedagogical. Religious education starts with the familiar religious context.
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Over the past 30 years the interpretation of the term «confessional» has been problematic since there is a change in the meaning when connected to religion. For example, if the content in primary level is Bible stories it could be evaluated in many ways as confessional. This has led to discussion on whether the pedagogies in Religious education should be developed in a way that encourage pupil’s own reflection and nourish an open atmosphere.
The main aim of the Lutheran education in Finland is to make the students more aware of their own religious culture. Students own developmental status is always taken as a guideline in teaching. Religious education helps students to understand the meaning of religion to individuals, and to see how religion influences society and culture. The objective is a broad general education in religion and on personal level.
Religious Education in the School System
A. The Subject(s). Those pupils who are not members of any congregation or religious group are provided instruction in secular ethics where different worldviews and ethics are studied. In Finland there are 11 different curricula for the Religious education. All of them are labeled Religious education but officially a prefix gives expression on which curricula is in case. Because Religious education is related to one’s own religion every Religious education version has it’s own name, for example Orthodox Religious education. In spite of this we have only 3 religions which have education all over the state (evangelical Lutheran, orthodox and islam).
Religious education is compulsory in the basic education (ages 7-15/16) and also in upper secondary school (ages 15/16 - 18/19). In vocational education there is no instruction in Religious education. In upper secondary school there are three obligatory courses in Religious education: Course I: Introduction to religion as a phenomenon, dimensions of religion and The Bible. Course II: The History of the Christian Faith. Course III: Christian Ethics. A pupil can choose more courses if s/he wants to. There are at least two extra courses available: world religions and religion in Finland. The student has an opportunity to major in Religion in the National Student's Matriculation Exam. This means that in order to pass the Student's Matriculation Exam the student must show adequate skills in Religious education (in addition to other subjects).
Finnish children attend the same schools and classes regardless of their family’s background, wealth or culture. However, for one subject a week children are divided into groups: religion. The Finnish compromise stems from the fact that teaching is not denominational, but rather respects the child's personal background. Religion as a mandatory subject is still
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considered necessary, because it supports development of the child's own identity and world view, which also establishes a foundation for an intercultural dialogue. Because Finland has been homogeneously Evangelical Lutheran since the Reformation, it would be difficult to understand the country's society and culture without knowing the history and thinking of the Lutheran Church.
B. The approach to teaching Religious education. In Religious education, the religious dimension is approached from the standpoint of the pupil's growth. Religious education is seen as a broad cultural and social phenomenon. Instruction in religion emphasizes religious knowledge and readiness to encounter new religions and world views. Religious education offers basic knowledge, skills, and experiences for building an identity and a world view. The instruction encourages encountering the religious and ethical dimension in one's own life and the life of the community.
In primary education the objectives of the instruction are to: (a) familiarize the pupil with his or her own religion; (b) familiarize the pupil with the Finnish spiritual tradition; (c) introduce the pupil to other religions; (d) help the pupil to understand the cultural and human significance of religions; (e) educate the pupil in ethical living and help him or her understand the ethical dimension of religion. The first objective is relatively easy to achieve in Finland. Since 84% of the Finns are Lutherans the major part of Religious education teaching is Lutheran. The focus in teaching is to understand the freedom of religion as a positive right. This emphasis has become more dominant especially among the smaller religion groups. The major aim of the Lutheran instruction is to introduce the religious culture to the pupils in as many ways as possible. The methods in teaching always take the student 's developmental stage into consideration. It is thought that Religious education helps the students to understand the meaning of religion to individuals, and to see the influence religions exert in society and culture. The objective is to construct broad general knowledge of religion and apply it on a personal level.
During the first five years of elementary school the core task of instruction (in the Lutheran religion) is to offer materials for the construction of the pupil's world view. Religious education introduces the surrounding religious world to the students via giving information and personal experiences. Religious education familiarizes the students with the Bible and encourages them to exercise responsibility and ethical judgement.
The majority of Finnish schools are public and there are only few private schools. In general, Finnish schools are not based on religion or supported by the religion. For children, school and educational equipment (books, pens etc.) are free of charge. The schools can develop individual
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profiles by focusing on some special area, such as languages, mathematics and sciences, sports, music or arts. In Finland, 99.7 % of the age group completes compulsory education.
Religious education curricula are made in The Finnish National Board of Education. It is made in various working groups, which have also had denominational representatives. Every school and municipality area should have their own adaptation of the national curriculum. Usually professional teachers make the adaptations based on their classroom perspective. Municipality is legally responsible for the syllabus. Municipal authorities have the right to make general local syllabi if they choose to do so. Schools are not allowed to alter those syllabi. The commercial publication companies publish books for Religious education (as they publish books for other subjects such as mathematics and languages). Books are based on the national curriculum, but however some freedom of content exists. Schools have the right to choose which book they want to use. (This makes school books also commercial products, one book costing approximately 20 euro’s.) In comprehensive schools books coast nothing for pupils. In secondary education student must pay books.
C. Teachers. During the first six school-years, the primary school teacher teaches all or most of the subjects and usually gives education in religion, too. Education in the junior high is usually in the form of subject teaching, where there are different teachers for each subject. One for mathematics, one for English language, one for Religious education etc. Basic education also includes pupil counseling and, if necessary, special education. Teacher education in Finland takes place at the universities. The majority of subject teachers in Religious education are Masters of Theology who have specialized in teaching. (Schools are part of the society and local authorities pay the salary (the average starting salary of a teacher is approximately 2300-3000 €/month)).
D. Public Examination. In Finland there are no inspectors. The local principal is responsible for the quality of teaching. In difficult situations The National Board of Education can give consultative advice. In 2003, the National Board of Education made criteria for the good learning practice at the fifth grade concerning Lutheran Religious education. The aim is that the pupils will know the key things about the Bible and the Evangelical Lutheran Church of Finland. The pupils should also know how to use what they have learned to acquire more knowledge. The pupils should be able to perceive religion as a cultural phenomenon. They should understand the nature of religious language usage and recognize religious symbols, concepts, and metaphors. At upper secondary level Religious education can be part of the Student Matriculation Exam.
E. Private Sector and regional differences. In Finland private sector is not remarkable and it is following national curriculum in Religious education
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issues. Religious education is taught according to the national curriculum all over Finland, there are no regional exceptions.
Current developments and challenges. The status of Religious education teaching in Finland is recently established. New national curricula were published in 2004 and schools have made their syllabi after that. The parliament has made clear decision about Religious education. At one point there was political discussion in which the aim was to unite all Religious education under the same subject. Parliament made vote and the result was 75% against one Religious education model and pro the one’s own religion -model. New Act for the Religious Freedom is made in positive aspects. Everyone should have the right to religion. Multicultural development could be remarkable in Finland in the future. In contemporary Finland the multi-faith schools have concentrated around the largest cities, especially in the areas of (capital) Helsinki. If there are many more faith traditions who want to have their own curricula in schools the costs of Religious education will become higher than nowadays. It might put pressure on Religious education integration. However, the parliament’s opinion is clear: right to own religion and right to receive Religious education is essential. Money is not driving over it. However, they are nowadays planning in Finland new timetables for Basic Education. New Suggestion got ready in beginning of June 2010. In the end of year 2010 political decision was to stop the reformation plan. A new government will start reformation in this year. We don't know what is inside of this reformation.
In Finland the standard of teaching is high among the subject teachers of Religious education. The challenge of teacher training is in the standard of teaching among primary school teachers. It could be said that the academic training program does not give methods good enough for Religious education teaching in the primary school level.
Links
NBE: http://www.oph.fi/english/education/overview_of_the_education_system
Identity: http://fmland.fi/public/default.aspx?contentid=190181
References
Aikonen, Risto (2000), What is the OrtoWeb? (http://www.ortoweb.fi/english.asp)
Aikonen, Risto (2006), Orthodox Religious Education at Schools (in Finnish, unprinted).
Aikonen, Risto (2009), Orthodox Religious Education in Finland - Principles and Basis (unprinted)/
Honkaheimo, Marja and Luodeslampi, Juha (2006) Religious Education in Finland (http://re-xs.ucsm.ac.uk/eftre/reeurope/finland_2005.html)/
Puolimatka, Tapio and Tirri, Kirsi (2000) 'Religious Education in Finland: Promoting Intelligent Belief?, British Journal of Religious Education, 23:1/
Law for Basic Education 628/1998. Ministry of Education. (In Finnish)/
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