Objektivitet i förändring : En innehållslig idéanalys av värdegrunden och religionskunskapens styrdokument i Lgr62,  Lpf94 och Gy25

This thesis explores how the concept of objectivity is expressed and understood in the Swedish curriculum for religious education. It focuses on three key policy documents: Lgr62, Lpf94, and Gy25. The study uses Carl-Henric Grenholm’s four criteria for objectivity, truth, methodological reliability, completeness, and intersubjective testability, as its analytical framework. It examines how the idea of objectivity has changed over time, in relation to shifts in educational governance, knowledge ideals, and the teacher’s. The analysis shows that Lgr62 promoted a norm-governed understanding of objectivity. Neutrality was linked to loyalty toward a predefined, Christian-based content. In Lpf94, decentralisation of the school system and result-based governance gave teachers more autonomy. At the same time, it increased their responsibility to balance values and facts. In Gy25, objectivity is tied to scientific grounding and accessibility for all students. However the term "objective knowledge" remains vaguely defined. The study concludes that objectivity in religious education is not a fixed state. It is a shifting ideal, shaped by socio-political contexts and the epistemological assumptions of each curriculum. The role of the teacher has also changed. From a transmitter of knowledge to a professional interpreter navigating pluralism, value conflicts and pedagogical responsibility. This calls for ongoing reflection on how objectivity is understood, practiced, and supported in the classroom.