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The article challenges the taken-for-granted link between “knowledge about religion” and broad educational aims such as social cohesion. 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Theoretically, religious education is usually divided into confessional and non-confessional models. However, as several researchers have pointed out, the nonconfessional models can be ‘marinated’ in confessional religion. In most national contexts, regardless of the model on which it is based, religious education is intended to serve the promotion of social cohesion by way of promoting knowledge and understanding of the new multi-religious world. However, in official documents and scholarly literature, there is a taken-for-granted relationship between ‘knowledge of religion’ and such general aims. In the article, critical questions concerning this relationship will be raised.  \nKeywords: religious education, curriculum, 21st-century skills, Norway, epistemology  \n1 Department of Education, UiT – The Arctic University of Norway; Norway; [bengt.ove.andreassen@uit.no](bengt.ove.andreassen@uit.no).  \n74 knowledge about religions’ and analytical skills in religious education  \n‘Znanje o religijah’ in analitične veščine v religijskemizobraževanju: razmisleki iz norveškega konteksta  \nBengt-Ove Andreassen  \n• Religijsko izobraževanje se pojavlja v obliki različnih modelov ter se razlikuje med izobraževalnimi sistemi in nacionalnimi konteksti. V teorijireligijsko izobraževanje običajno delimo na nekonfesionalne in konfesionalne modele, vendar so – kot izpostavljajo številni avtorji – lahkonekonfesionalni modeli ‘marinirani’ v konfesionalni religiji. Ne gledena model, na katerem temelji religijsko izobraževanje, je to v večini nacionalnih kontekstov namenjeno podpori družbene kohezije na način, da promovira znanje in razumevanje novega multireligijskega sveta. Vuradnih dokumentih in akademski literaturi pa obstoji samoumevnostodnosa med ‘znanjem o religiji’ in takšnimi splošnimi cilji. Članek kritično preučuje ta odnos.  \nKljučne besede: religijsko izobraževanje, kurikulum, veščine 21.  \nstoletja, Norveška, epistemologija  \nIn this article, I aim to raise some critical reflections and questions regarding ‘knowledge about religion’ in religious education (RE) . Based on examples from Norwegian RE, I will critically discuss what ‘knowledge about religions’ is and argue for the importance of analytical and interpretative skills in RE. The discussions will relate to an ongoing process of developing new curricula for RE in Norway, in which ideas from the 21st-century movement have been influential.  \nBackground – RE in the Norwegian educational system  \nThe background for this article is my work with RE in a Norwegian educational context. RE in Norway is based on an integrative model and thus a subject that is non-confessional and should include all pupils, regardless of religious or non-religious background (cf. Alberts, 2007) . The Norwegian Education Act (Section 2-4) clearly states that the teaching should be critical, objective and pluralistic.2 In primary and secondary school (years 1-10), the subject is usually labelled ‘KRLE’, which is an abbreviation of Christianity, religion, secular world views and ethics (cf. The Norwegian Directorate for Education and Training, 2015) . In upper secondary school (years 11-13), the subject is labelled‘Religion and Ethics’ (Norwegian: Religion og etikk) . In this article, I will use the term commonly used in English, ‘RE’ (Religious Education), when I write about RE in general and use ‘KRLE’ and ‘Religion and Ethics’ when I refer to each of the specific subjects.  \nIn 2018, an extensive process of designing new curricula for all school subjects was underway in Norway. The process started in 2017 and was initiated at the political level, aiming to develop and improve already existing curricula. A primary aim was to design ","cbCailyuACbPbn2w","https://ap.wps.com/l/cbCailyuACbPbn2w","pdf",158982,18,"English","# Religious education models and the social cohesion aim\n## The relationship between “knowledge about religion” and general goals\n# Norwegian RE framework and policy background\n## KRLE and “Religion and Ethics” in schooling\n# 21st-century skills and curriculum reform context\n## Core Curriculum and interdisciplinary themes","[{\"question\":\"How are models of religious education described, and what complication does the article raise?\",\"answer\":\"Religious education is typically divided into confessional and non-confessional models. The article notes that non-confessional models can be influenced or “marinated” by confessional religion.\"},{\"question\":\"Why does the article question the link between “knowledge of religion” and general educational goals?\",\"answer\":\"It argues that official documents and scholarly literature treat the relationship as self-evident. The article instead raises critical questions about whether this connection is justified and what “knowledge about religion” should mean.\"},{\"question\":\"What skills does the article emphasize as important in religious education?\",\"answer\":\"It argues for the importance of analytical and interpretative skills in religious education, connecting this to how new curricula are being developed in Norway.\"}]","‘Knowledge about Religions’ and Analytical Skills in Religious Education: Reflections from a Norwegian Context | PDF",1792088156,45]