In this article I argue that the Harry Potter series could function as a critique or commentary to the ordinary contemporary society. Rowling’s construction of the Wizard world bears resemblance to a distinct Other, which is frequently used by the tourist industry and various religious traditions. While the main purpose for the tourist industry to invoke a distinct Other lies in its promoting abilities, the religious traditions often use the distinct Other to show their ethic supremacy. The last, I believe, is the case with the Harry Potter series as well since the books promote a meritocratic, causal orientation towards the world. When arguing for a meritocratic and causal orientation towards the world, Rowling disenchants the past and enchants the future. She lets the main characters in the series conduct a crusade against participation oriented attitudes and characters. Contrary to what certain Christian groups seem to think this is by no means hostile towards religion as we find it in Northern Europe and North America. Only traditions with a participatory orientation are under attack.
Students on introductory courses in secular religious studies and teacher training programs at Swedish universities often understand and conceptualize religion in an essentialist way. Whilst an essentialist understanding of religions is adequate in confessional training programs, it becomes an obstacle in secular higher secondary education and teacher training programs where an understanding of the variations within religions is required for higher grades. This article discusses four variants of essentialism observed in compulsory religious education, teaching materials and secular teacher training programs: 1) Essentialism in primary and secondary education shaped by the world religions paradigm. 2) Essentialism in religious education and teaching materials due to lack of source criticism towards religious narratives. 3) Essentialist views of religions expressed by (confessional) scholars, and 4) essentialism used in the construction of religious in- and outgroups. The article concludes that teachers involved in religious studies, regardless of level, need to be constant vigilant of expressions of essentialism in their own teaching as well as of essentialism in teaching materials. Although traditional, authoritarian and nationalist (TAN) ideology favors essentialist understandings of religions, these are not compatible with the cosmopolitan values expressed in the Education Act. Furthermore, essentialist education of religion based on the most devoted practitioners’ beliefs and practices creates a milieu where less devoted practitioners´ observance becomes questioned.
This article focuses on the use of the Western messianic mythème, which has increased during the last decades. In popular culture, Christ figures and Antichrist figures are frequently engaged in dire battles which can only end with the Christ figure’s destruction of his opponent. Although this can be seen as a sacralization of popular culture, one should be careful not to confuse the use of religious metaphors with religion per se. While best selling productions like The Matrix, The Lord of the Rings and Harry Potter use the Messiah metaphor to expose a cause worth dying for, they differ from other popular productions like Left Behind, Luther: the Movie and The Da Vinci Code which are parts of a religious quest. Although laden with religious or secular ethics, consumers usually consider productions like these as mere entertainment. In the case of Harry Potter, however, various Christian groups have either considered Rowling as promoting Christianity or propagating the occult. In such cases, religion or anti-religion is constructed from non religious fiction.
Bokens målgrupp är universitets- och högskolestudenter såväl som allmänhet som har börjat ta del av diskussionen kring religion i populärkultur. Boken har ett religionsantropologiskt anslag och går igenom definitionsproblematik, religiösa grupperingars bruk av populärkultur och reaktion gentemot populärkultur som sprider "falsk" religion. Återkommande narrativ och hur dessa tolkas som alluderande på kristendom diskuteras också liksom behovet av "det Andra".
Tv-serien Kalifat (SVT) kan med fördel användas i religionsundervisningen för att visa på olikheter inom islam samt hur vissa religiösa positioner tydligt kan relateras till såväl socioekonomiska förhållanden och effekter av migration på religiositet. Kalifat kan även användas för att illustrera hur såväl lockelsen till ett maximalistiskt religiöst liv som motståndet mot ett sådant kan yttra sig i en aktuell kontext. Läraren behöver dock uppmärksamma problematiken med den tydliga uppdelning i "onda" och "goda" muslimer som utgör en väsentlig del av handlingen i Kalifat.