Search

The aim of this article is to explore the depiction of baptism in Marilynne Robinson's Lila. In a way that is unique for contemporary fiction, the protagonist, Lila, seeks in baptism a relief of her chronic feelings of shame and a confirmation that she is loved. However, after her baptism the Calvinist doctrine of election drives Lila to emotional and theological despair. I suggest that the Calvinist notion of adoption in baptism is a unifying thread in Lila's theological and psychological dilemma, emphasized by her reading of the Book of Ezekiel. From a theological point of view, in baptism one changes ontologically for once and for all. But Lila's story shows that grappling with this transformation can be an emotionally painful process. Robinson depicts her protagonist as a theologian in her own right. This is significant in a novel in which the theological authority lies with male pastors and theologians, regardless of whether they are present in theological books or in religious communities in the 1950s Midwest. Lila understands in a mystical experience of heaven that she will be able to bring her non-Christian loved ones with her into heaven. This unusual rewriting of sacramental theology signifies how Lila constructs her own theology; a rewriting that connects baptism with Barth's universalism and his idea of restoring all humanity. Thus, I argue in this article that in Lila Robinson incorporates a recurring idea of sacramental theology into her fiction, a final restoration in which grace mends the relationships severed in and by life.

The education of special teachers’ is seldom studied, and when it is examined, it is compared primarily with general teacher education. The written academic curricula reflect scientific, professional, social, and ethical values, goals, and competences in education, school and society. This study analyses the special teacher education (STE) curricula from six Finnish and seven Swedish universities. The results show that Finnish STE curricula consists of 60 credits over one year , while the Swedish curricula comprises 90 credits over 1.5 years. Finnish STE can be called a “combo degree,” which addressed various learning difficulties, and Swedish STE transformed it into a specialization, with five different options. Teaching practice is essential in Finnish education, but does not exists as such in Sweden. Inclusive elements are somewhat present in the curricula, often in the form of co-operation. The core contents in these two countries are discussed and compared.