Martin Ubani

Bio: Martin Ubani is an academic researcher from University of Eastern Finland. The author has contributed to research in topics: Religious education & Teacher education. The author has an hindex of 9, co-authored 44 publications receiving 365 citations. Previous affiliations of Martin Ubani include University of Helsinki.

Conceptual Definition and Empirical Validation of the Spiritual Sensitivity Scale

Abstract: In this study, we extend the Multiple Intelligence Profile Questionnaire (Tirri and Komulainen, 2002) based on Gardner's (1983) MI theory with spiritual intelligence (SQ). The operationalization of SQ was tested with an empirical sample of Finnish preadolescents, adolescents and adults (N = 496). First, we studied if 20 spiritual intelligence items reflect the categories of spiritual sensitivity (Hay, 1998; Bradford, 1995). The categories are: Awareness sensing, Mystery sensing, Value sensing, and Community sensing. Second, we optimized the number of items to create the eighth component to the MIPQ. The results of confirmatory factor analysis show good generalizability characteristics of the scales.

Education of Finnish student teachers for purposeful teaching

Abstract: The purpose of this article is to contribute to the discussion concerning teacher knowledge in teacher education from the Finnish perspective. The article focuses on Finnish secondary school student teachers’ reflection on the educational purposefulness of their teaching at the beginning of their pedagogical studies. The empirical data include student teachers from all school subjects in the Department of Teacher Education at the University of Helsinki (N = 280) at the beginning of their one-year pedagogical programme, in 2010. According to the data, the student teachers emphasised some general purposes of teaching, regardless of the subject matter they taught. They all viewed themselves as responsible professionals whose task was to provide students with basic knowledge of their subject matter. Furthermore, they viewed themselves as responsible for the holistic education of the students, including their personal and ethical growth. We could also see some subject matter-specific purposes in the subject-sp...

How do Finnish pre‐adolescents perceive religion and spirituality?

Abstract: The purpose of this study is to investigate how Finnish pre‐adolescents perceive religion and spirituality. The participants of the study are 12‐ to 13‐year‐old Grade 6 pupils (N=102). The pupils were asked to give their meanings of religion and spirituality. The data includes over 700 written expressions on the two concepts. The qualitative content analysis of the data produced three dimensions. They were called the institutional dimension, the humanistic dimension, and the supernatural dimension. The students emphasized different dimensions in the data concerning religion compared to the data concerning spirituality. Most of the meanings given to religion belonged to the institutional dimension (68.2%). In the data concerning spirituality most of the meanings belonged to the humanistic dimension (66.2%).

Religious Education in Finnish School System

Abstract: The Finnish solution for RE in public education is a unique model if we compare it to the solutions used in other European countries. In Finland RE is given according to the pupils’ own religions. The Finnish model of RE implies the idea of democratic, civil society, where different faiths, beliefs and worldviews can coexist.

What characterises the competent RE teacher? Finnish student teachers’ perceptions at the beginning of their pedagogical training

Abstract: This study is part of a research project concerning perceptions of competence among RE student teachers at different stages of their pedagogical studies. This article focuses on the perceptions of RE teachers’ competence at the beginning of their training. According to the qualitative data the RE student teachers discerned various areas of competence. Both task competencies (content knowledge and good practice) and person competencies (experience, professional awareness, motivation and pro-social orientation) were identified. In addition, the student teachers placed more emphasis on theories of teaching than theories of learning. They also seemed to view RE teaching as a general educational profession.

Citizenship and Nationhood in France and Germany.

Abstract: Preface Introduction: Traditions of Nationhood in France and Germany I. The Institution of Citizenship 1. Citizenship as Social Closure 2. The French Revolution and the Invention of National Citizenship 3. State, State-System, and Citizenship in Germany II. Defining The Citizenry: The Bounds of Belonging 4. Citizenship and Naturalization in France and Germany 5. Migrants into Citizens: The Crystallization of Jus Soli in Late-Nineteenth-Century France 6. The Citizenry as Community of Descent: The Nationalization of Citizenship in Wilhelmine Germany 7. \"Etre Francais, Cela se Merite\": Immigration and the Politics of Citizenship in France in the 1980s 8. Continuities in the German Politics of Citizenship Conclusion Notes Bibliography Index

The Politics of Recognition

Abstract: In recent decades, struggles for recognition have increasingly dominated the political landscape.1 Recognition theorists such as Charles Taylor (1994) and Axel Honneth (1995) seek to interpret and justify these struggles through the idea that our identity is shaped, at least partly, by our relations with other people. Because our identity is shaped in this way, it is alleged that feelings of self-worth, self-respect and self-esteem are possible only if we are positively recognised for who we are. Consequently, for many political theorists, recognition is an integral component of a satisfactory modern theory of justice, as well as the means by which both historical and contemporary political struggles can be understood and justified.

Programme for International Student Assessment (PISA)

Abstract: Since the assessment program began in 1997, over 70 countries have participated at least once. Every three years, a randomly selected group of 15-year-old students take the test, which primarily focuses on one key subject.

Encouraging Authenticity and Spirituality in Higher Education

Abstract: This book discusses a topic many individuals are reluctant to talk about and provides good information for those who may want to explore spirituality and authenticity with students.