The purpose of this article is to discuss the role of religious education and ethics instruction in the development of worldviews in public education using empirical data. The research question of the article is: How is the contribution of RE and Ethics in the development of worldviews perceived among 9th grade students? The study is based on qualitative interview data (N = 37) gathered from Finnish 9th grade students of different religious and worldview backgrounds. The article will also describe three cases from that sample: from Islamic RE, Lutheran RE and Ethics instruction. The data was analyzed with qualitative content analysis. The results indicate that students’ perceptions on the contribution of RE or ethics to the development of their worldviews could be divided into two groups: RE or Ethics were seen as contributors to students’ already existing worldviews or considered insignificant in relation to the development of their worldviews. Whether the instruction was considered strengthening or irrelevant in the development of a worldview did not depend on the background of the student. Aspects related to experiences about the instruction were intertwined with the questions referring to the contribution of instruction in the formation of worldviews.

中文翻译：

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宗教教育和道德对世界观发展的贡献：芬兰九年级学生的反思

本文的目的是使用经验数据来讨论宗教教育和道德指导在公共教育世界观发展中的作用。本文的研究问题是：在9年级学生中，如何看待可再生能源和伦理学对世界观发展的贡献？这项研究基于从不同宗教和世界背景背景的芬兰9年级学生那里收集的定性访谈数据（N = 37）。本文还将描述该样本中的三个案例：伊斯兰教教义，路德教教义和道德规范。用定性内容分析法分析数据。结果表明，学生对可再生能源或伦理对世界观发展的贡献的看法可分为两类：RE或Ethics被认为是学生已经存在的世界观的贡献者，或者被认为对他们的世界观的发展无关紧要。在世界观的发展中，该指导被认为是加强的还是无关紧要的，并不取决于学生的背景。与教学经验有关的方面与涉及教学在世界观形成中的贡献的问题交织在一起。