Kirsten Marie Hartvigsen

• Hartvigsen, Kirsten Marie (2026). Digital competence in religious education: a mixed-methods video study of Norwegian classroom practices under the LK20 curriculum. British Journal of Religious Education. ISSN 0141-6200. s. 1–22. doi: 10.1080/01416200.2026.2748533. Fulltekst i vitenarkiv Vis sammendrag

  This study examines how teachers and students enacted digital competence in 13 Norwegian religious education classrooms. The dataset comprises 55 lessons video-recorded during the 2023–2024 school year. Using a mixed-methods design, all recordings were first analysed quantitatively employing the EDUCATE observation protocol for digital competence, which features five categories: ‘instruction’, ‘searching and navigation’, ‘production’, ‘communication’ and ‘digital responsibility’. Each category was scored on a 1–4 scale. Analysis of 15-minute lesson segments shows that teachers frequently demonstrated or facilitated varied uses of digital technologies and explicitly addressed digital responsibility. By contrast, students mainly used digital technologies for searching, navigation and production, with limited use for communication and little attention to digital responsibility. Five segments with high category scores were then selected for qualitative analysis and organised into two cases. Case 1, comprising two upper secondary lessons (students aged 18–19), scored highly on the production of digital artefacts but low on digital responsibility, reflecting limited engagement with personal data protection and bias. Case 2, a lower secondary lesson (students aged 15–16) focused on evaluating information from digital sources, achieved the highest digital responsibility score in the sample. Anonymised video excerpts illustrating both cases are available via QR codes.

• Hartvigsen, Kirsten Marie (2026). The Narrative Impact of Luke 15:1–7: The Audience’s Construction of Virtues and Values. I Gelardini, Gabriella; Fuglseth, Kåre Sigvald & Bekken, Per Jarle (Red.), Virtus et Humanitas : Bridging Virtues and Values of Greco-Roman, Jewish, and Christian Paideia. Waxmann Verlag. ISSN 9783818800895. s. 675–702. Fulltekst i vitenarkiv Vis sammendrag

  In many narratives, values and virtues are not explicitly mentioned. Instead, they are revealed indirectly through the portrayals of the characters, their actions, and the responses they elicit from other characters. Consequently, how readers or audience members construct the narrative world, its inhabitants, and their actions determines which virtues and values they identify in the narrative. In Luke 15:1–7, the open-endedness of this process is enhanced by the metaphorical character of the passage. This chapter analyzes the text-internal communi‍cation situation of Luke 15:1–7 and the ways selected contemporary readers have interpreted this passage through conceptual blending theory. Even though Luke 15:7 suggests the moral of the narrative by emphasizing the value of repentance, the analyzed interpretations differ based on the previous knowledge, experiences, emotions, and ideas that the textual features evoke in each reader. The flexibility of the interpretation process suggests that the reading of biblical narratives is suitable for inclusive public religious education. However, (1) students should interpret these texts based on their own knowledge, experiences, emotions, and ideas; moreover, (2) they should be introduced to conventional interpretations. The approach should respect the students’ right to freedom of thought, conscience, and religion while they gain knowledge of the Christian tradition.

• Hartvigsen, Kirsten Marie (2026). Teachers as facilitators of exploration in lower secondary religious education: classroom perspectives from Norway. British Journal of Religious Education. ISSN 0141-6200. s. 1–15. doi: 10.1080/01416200.2026.2616347. Fulltekst i vitenarkiv Vis sammendrag

  In August 2020, a new national curriculum for lower secondary religious education (RE) was implemented in Norway, and the curriculum highlights exploration. This empirical study investigated how RE teachers facilitated this exploratory approach when teaching 12–13-year-olds. Data collection occurred during the 2021/2022 school year and involved gathering 37 teacher logs and 22 video-recorded lessons from 4 schools and 9 classrooms, with 8 RE teachers. Teacher logs and quantitative analysis using an observation protocol were utilised to select lessons that emphasised exploration. The lessons were grouped thematically into three cases—2 representing regular RE themes (the Old Testament and Judaism) and 1 featuring an interdisciplinary topic (the history of Norway) – and then analysed qualitatively using thematic and hermeneutic approaches. The study elucidates how RE teachers integrated exploratory activities, direct instruction and scaffolding. The teachers extensively used planned support through direct instruction and demonstration to prepare students for exploration; specifically, the teachers introduced methods, models or templates and modelled how students could employ them. During exploratory activities, scaffolding was offered contingent on the students’ needs. In all three cases, teachers employed a variety of scaffolding functions. Case 3 illustrated how scaffolding was gradually faded and responsibility progressively transferred to the students.

• Hartvigsen, Kirsten Marie (2025). Discussions of ethical dilemmas: developing ethical competence and life skills in upper secondary religious education in Norway. British Journal of Religious Education. ISSN 0141-6200. doi: 10.1080/01416200.2025.2591299. Fulltekst i vitenarkiv Vis sammendrag

  In 2020 and 2022, Norway introduced national curricula for secondary religious education (RE) that incorporated the interdisciplinary topic of ‘health and life skills’, encompassing ethical dilemmas. This empirical study examined how discussions of real-life ethical dilemmas facilitated the teaching and learning of ethical competence and life skills in RE. In 2021–2024, 132 teacher logs and 77 video-recorded lessons were collected in 22 classrooms at 6 schools, involving 14 RE teachers. The teacher logs were used to detect lessons focusing on both ethics and life skills. One upper secondary lesson was identified and analysed quantitatively using an observation protocol on life skills and qualitatively through deductive codes and hermeneutical interpretation. The teacher fostered the development of ethical competence and life skills by facilitating group discussions about dilemmas that students may face in their current or future lives. The discussions revealed how the students developed ethical competence and life skills in their zones of proximal development. The teacher scaffolded the discussions by instructing the students to use a framework of questions on ethical dilemmas. While interacting with the groups, she evoked a linguistic repertoire, posed relevant questions, and introduced related ethical dilemmas. The students used this scaffolding to varying degrees.

• Hartvigsen, Kirsten Marie (2025). Maps and Territory: Templates for exploring and comparing religious traditions in Norwegian upper secondary religious education. Nordic Journal of Comparative and International Education (NJCIE). 9(4). doi: 10.7577/njcie.6281. Fulltekst i vitenarkiv Vis sammendrag

  This study investigated the implementation of the LK20 educational reform by comparing how three religious education teachers incorporated two core elements of the upper secondary curriculum into their teaching. The focus was on the two digital/paper-based templates (forms) that the educators created to scaffold students’ exploration and comparison of religions. These templates, along with transcripts of video-recorded lessons, were first analyzed using thematic qualitative text analysis. Subsequently, the data were examined hermeneutically as two primary cases, one of which was analyzed as two interrelated subcases. These analytical methods were used to evaluate the overall scope of the materials while closely examining and comparing the teachers’ templates and how they contextualized them orally during lessons. One teacher employed Ninian Smart’s seven dimensions of religion as the foundational model for her template. The other two teachers collaboratively developed a template focused on specific aspects of religions, including history, rituals, deities, worldviews, and potential sources. Furthermore, the template emphasized the management of exploration and effective communication concerning feedback. During their presentations, all teachers referenced elements associated with the World Religions Paradigm and the interpretive approach, albeit in different ways. Finally, they introduced tasks to contextualize and prepare students for engagement with the templates.

• Hartvigsen, Kirsten Marie (2025). “Life Skills Are Everything”: How Do Norwegian Secondary Religious Education Teachers Perceive the Concept of Life Skills? Religious Education. ISSN 0034-4087. 120(4), s. 330–346. doi: 10.1080/00344087.2025.2510749. Fulltekst i vitenarkiv Vis sammendrag

  In 2020 and 2022, new national curricula for inclusive public religious education (RE), which include the interdisciplinary topic “health and life skills,” were introduced in Norwegian secondary schools. To elucidate how Norwegian RE teachers comprehend the concept of life skills, eleven teachers at six secondary schools were interviewed using a semistructured interview format. Many teachers found the term life skills vague and difficult to define. Although the Norwegian RE curricula link life skills to the exploration of both ethical and existential questions, nine of the eleven teachers predominantly associated life skills with ethical competence. Only two teachers mentioned existential questions.

• Hartvigsen, Kirsten Marie & Haakedal, Elisabet (2022). Jesus’ parables for and by ten-year-olds: applying blending theory in in-depth analyses of pupils’ RE texts, RE textbook passages, and teacher’s handbook passages in the context of Norwegian inclusive public religious education. British Journal of Religious Education. ISSN 0141-6200. doi: 10.1080/01416200.2022.2052803. Fulltekst i vitenarkiv Vis sammendrag

  This article presents the results of an in-depth analysis of ten texts written by ten-year-old pupils during a religious education (RE) lesson about Jesus’ parables. The texts from the pupils’ notebooks were analysed with passages from the RE textbook and the teacher’s handbook to explore how these books influenced the pupils’ texts. The main theoretical framework guiding our analysis was conceptual blending theory, which enabled us to outline how the pupils had interrelated and integrated information from different sources during their reading, understanding, and interpretation of Jesus’ parable about the lost/retrieved sheep (Luke 15:4–7). We found substantial similarities between the pupils’ texts, the RE textbook, and the teacher’s handbook, but the pupils’ texts also included information they had acquired from other sources, such as the RE lesson or their leisure activities. The emphasis on Christian academic insider perspectives in the textbook influenced the pupils’ interpretations but did not necessarily restrain them. Some pupils’ texts offer interpretations that are relatively independent, although they primarily represent Christian insider perspectives, both academic and personal. Additionally, they illuminate the internal diversity of Christianity. Our focus on empirical material complements previous research on narrative RE based on historical and educational philosophical approaches.

• Hartvigsen, Kirsten Marie (2021). The Complexity of Aseneth's Transformation, The Complexity of Conversion. Intersectional Perspectives on Religious Change in Antiquity and Beyond. Equinox Publishing. ISSN 9781781795729. Fulltekst i vitenarkiv Vis sammendrag

  In the ancient novel Joseph and Aseneth, the female Egyptian protagonist undergoes a profound transformation to be able to marry Joseph, the Hebrew patriarch. Aseneth separates herself from her Egyptian traditions and cult and becomes Hebrew. Hartvigsen explores Aseneth’s transformation using insights from theories on conversion and intersectionality.

• Hartvigsen, Kirsten Marie (2021). How audience members envision new testament characters: Mental character models, blending, and the reception of Luke 1:5-2:52. Biblical Interpretation. ISSN 0927-2569. 29(4-5), s. 551–589. doi: 10.1163/15685152-29040007. Fulltekst i vitenarkiv Vis sammendrag

  Abstract In the Gospel of Luke 1–2, the narrator focuses on two couples and their (future) sons. The plot of the narrative emphasizes the main characteristics of the characters, which in turn accentuate important characteristics of God. Audience members construct these characters like real-life persons based on the discourse aspect (textual features which indicate character traits, plots, focalization, etc.) and the suggestion aspect (memories, emotions, schemata that are activated or primed, etc.). In this article, the construction of characters is analyzed with insights into mental character models and social schemata. The linear presentation of information in orally performed narratives structures the first part of the analysis. The latter part draws on conceptual blending theory to explore how the character of God is constructed based on selected information projected from the utterances of the other characters to the blended space.

• Hartvigsen, Kirsten Marie (2019). Knowledge about the Bible and Skills for Biblical Interpretation Imparted by Norwegian RE Textbooks for Upper Secondary Education. Religious Education. ISSN 0034-4087. doi: 10.1080/00344087.2019.1677997. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie & Tørresen, Kristina (2019). Beyond the Bullet Points: Teaching the Bible in Norwegian Upper Secondary Religious Education. Religious Education. ISSN 0034-4087. s. 1–13. doi: 10.1080/00344087.2019.1706018. Fulltekst i vitenarkiv Vis sammendrag

  This qualitative study examines semi-structured interviews with four Norwegian teachers to explore how they teach biblical texts in upper secondary religious education (RE). The theoretical framework combines one model from biblical hermeneutics with one from RE. The former differentiates between the worlds behind, in, and in front of the biblical text, the latter between the universal, common religious, and religion-specific dimensions of religious narratives. Chief findings: All teachers utilize examples from the reception history of the biblical texts; they thus extend Ricoeur’s notion of the world in front of the text. The common religious aspects of biblical texts are mostly overlooked.

• Hartvigsen, Kirsten Marie (2017). The Meal Formula, the Honeycomb, and Aseneth's Transformation. I Hellholm, David & Sänger, Dieter (Red.), The Eucharist – Its Origins and Contexts. Sacred Meal, Communal Meal, Table Fellowship in Late Antiquity, Early Judaism, and Early Christianity. Mohr Siebeck. ISSN 9783161539183. s. 223–251. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2011). Matthew 28:9-20 and Mark 16:9-20: Different Ways of Relating Baptism to the Joint Mission of God, John the Baptist, Jesus, and their Adherents. I Hellholm, David; Vegge, Tor; Norderval, Øyvind & Hellholm, Christer (Red.), Ablution, initiation, and baptism : late antiquity, early Judaism, and early Christianity. De Gruyter Brill. ISSN 9783110247510. s. 655–715. doi: 10.1515/9783110247534.655. Fulltekst i vitenarkiv

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• Hartvigsen, Kirsten Marie (2018). Aseneth's Transformation. De Gruyter Brill. ISBN 9783110363371. 246 s. Fulltekst i vitenarkiv Vis sammendrag

  The story of Joseph and Aseneth is a fascinating expansion of the narrative in Genesis of Joseph in Egypt, and in particular, of his marriage to the daughter of an Egyptian priest. This study examines the portrayal of Aseneth’s transformation in the text, focusing on three perspectives. How did Aseneth’s encounter with Joseph and her subsequent transformation affect various aspects of her identity in the narrative? In what ways do the portrayals of Aseneth, her transformation, and her abode relate to select metaphors and other symbolic features depicted in the Septuagint, the Hebrew Bible, and the Pseudepigrapha? And, how do the ritualized components through which Aseneth’s transformation occurred function in the narrative, and why are they perceived as effective? In order to shed light on these facets of Joseph and Aseneth, the author draws on the contemporary approaches of intersectionality, conceptual blending, intertextual blending, and the cognitive theory of rituals, using these theoretical frameworks to explore and illuminate the complexity of Aseneth’s transformation.

• Hartvigsen, Kirsten Marie (2012). Prepare the Way of the Lord:Towards a Cognitive Poetic Analysis of Audience Involvement with Characters and Events in the Markan World. De Gruyter Brill. ISBN 9783110253474. 621 s. Fulltekst i vitenarkiv Vis sammendrag

  This study analyzes an oral performance of the entire Gospel of Mark, with emphasis on involvement with characters and events, the emotional effects of such involvement, and how these processes maintain or shape the identity of those who hear the Gospel. Insights from cognitive poetics and psychonarratology are employed to illuminate the complex, cognitive processes that take place when audience members experience an oral performance of the Gospel. Consequently, this study expands previous research on the Gospel of Mark which was conducted on the basis of narrative criticism, orality criticism, and performance criticism by including cognitive aspects. Cognitive poetics and psychonarratology have to my knowledge not been extensively employed to illuminate an oral performance of the Gospel of Mark previously. This investigation provides: (1) An original, coherent theoretical and methodological framework; (2) An analysis of mechanisms which promote involvement with characters and events in the Markan narrative; (3) An examination of the prospective emotional effects of such involvement; (4) Reflections on the potential of these mechanisms with regard to identity maintenance or formation through cultural memory; (5) A cognitive poetic commentary on the entire Gospel of Mark.

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• Hartvigsen, Kirsten Marie (2026). Teaching Life Skills and Existential Questions in Norwegian Religious Education: Observations from Lower and Upper Secondary Classrooms. Fulltekst i vitenarkiv
• Heie, Magnus & Hartvigsen, Kirsten Marie (2026). Slik utforskar elevane i KRLE, religion og etikk - Forskningsnytt. [Internet]. Forskningsnytt Universitetet i Oslo. doi: https:/www.uio.no/forskning/forskningsnytt/artikler/2026/utforsking-krle-eligion-etikk-uio.html. Fulltekst i vitenarkiv Vis sammendrag

  – Utforsking er særleg viktig i desse faga, seier forskar som har studert videoopptak av undervisning.

• Hartvigsen, Kirsten Marie (2024). Innledning til Markus: Introduksjon og kommentarer. I Røsok, Ingvild (Red.), Studiebibelen: Bibelen i 2011-oversettelse med introduksjoner og kommentarer. Verbum Forlag. ISSN 9788254108734. s. 890–912. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Doetjes, Gerke (Gerard); Mathé, Nora Elise Hesby; Dodou, Katherina & Barreng, Rebecca Linnéa Söderström [Vis alle 11 forfattere av denne artikkelen] (2023). Hvordan fungerer livsmestring i norske klasserom? Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2022). The Narrative Impact of Lukan Parables: Reader Construction of Virtues and Values. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2022). Jesus as the Good or Unjust Shepherd: How Do Different Present-Day Readers React to the Characters in a Lukan Parable? Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2022). Elevblikk på Jesus - er han en god, eller urettferdig hyrde? (Lukas 15:4-7). Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie & Haakedal, Elisabet (2021). Jesus’ Parables for and by Ten‐year‐olds: Applying Conceptual Blending Theory in In‐depth Analyses of Pupils’ RE Texts in the Context of Norwegian IPRE. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Doetjes, Gerke (Gerard); Bakken, Jonas; Hartvigsen, Kirsten Marie; Sylvén, Liss Kerstin & Olsson, Eva (2021). CLIL instruction in Norway and Sweden: Challenges and benefits. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2021). Religion as a content subject in CLIL instruction. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2021). How Readers Envision New Testament Characters: Mental Character Models, Blending, and the Reception of Luke 1:5–2:52. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2020). The Complexity of Aseneth's Transformation. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2019). Innledning til Markus: Introduksjon og kommentarer. I Røsok, Ingvild (Red.), Studiebibelen: Bibelen i 2011-oversettelse med introduksjoner og kommentarer. Verbum Forlag. ISSN 9788254108734. s. 941–962. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2019). The Malleability of Key Identity Markers in “Joseph and Aseneth”. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2019). Innledning til Markusevangeliet: Introduksjon og kommentarer. I Røsok, Ingvild (Red.), Studiebibelen: Bibelen i 2011-oversettelse med introduksjoner og kommentarer. Verbum Forlag. ISSN 9788254108734. s. 941–962. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2018). Rethinking Joseph and Aseneth. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2016). Who Has the Last Laugh? Humor and Revelation in Mark’s Passion Story. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2015). Intersectional Perspectives on Aseneth’s Marital Conversion: The Significance of Gender, Class, Ability, Religion, Ethnicity, and Race. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2014). Intersectional Perspectives on the Metaphors Which Illuminate Aseneth’s Conversion. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2013). Conceptual Blending in Joseph and Aseneth. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2013). The Meal Formula, the Honeycomb, and Aseneth’s Transformation. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2012). The Meal-Formulas in Joseph and Aseneth. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2012). The Meal Formula and the Honeycomb in Joseph and Aseneth. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2011). Matthew 28:9–20 and Mark 16:9–20. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2010). ‘Prepare the Way of the Lord’. Et metodisk og materielt nytt innsteg til Markusevangeliet. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2010). Canon, Fanon and the Gospel of Mark: Simulations of the Markan Plots in Light of the Divergent Endings. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2010). "You Spoke and It Came into Being". Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2009). Baptism in Matt 28:19-20 and Mark 16:9-20. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2008). Presentasjon av aktuell NT forskning. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2008). Baptism in Matt 28:19-20/Mark 16:9-20. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2007). Empathy, Identification and Social Identity Formation: A Case Study of Mark 10:17–31. Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk; Brevik, Lisbeth M.; Aashamar, Peter Nicolai; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina & Doetjes, Gerard [Vis alle 15 forfattere av denne artikkelen] (2024). Å gi rom for variasjon og valgfrihet, mens vi venter på digital dømmekraft. Universitetet i Oslo. ISSN 9788294119011. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Aashamar, Peter Nicolai; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina & Doetjes, Gerard [Vis alle 12 forfattere av denne artikkelen] (2024). Å jobbe utforskende på vg1 og vg2. Den enkelte lærers undervisning har mer å si enn fagenes egenart. Rapport 3 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. ISSN 9789788269243. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina; Doetjes, Gerke (Gerard) & Evertsen, Ingrid [Vis alle 15 forfattere av denne artikkelen] (2023). Å mestre livet i 8. klasse. Perspektiver på livsmestring i klasserommet i sju fag. Rapport 2 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. Universitetet i Oslo. ISSN 9788269249842. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Doetjes, Gerke; Bakken, Jonas; Baran, Mukadder; Beiler, Ingrid Rodrick & Brkan-Musad, Altijana [Vis alle 11 forfattere av denne artikkelen] (2020). Tospråklig opplæring på fagenes premisser. Rapport fra evalueringen av tospråklig opplæring i skolen (ETOS-prosjektet). Universitetet i Oslo. ISSN 9789788269243. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Doetjes, Gerke (Gerard); Bakken, Jonas; Baran, Mukkader; Rodrick, Ingrid Beiler & Brkan-Masud, Altijana [Vis alle 10 forfattere av denne artikkelen] (2020). Tospråklig opplæring på fagenes premisser. Rapport fra evalueringen av tospråklig opplæring i skolen (ETOS-prosjektet). 7Letras. ISSN 9789788269243. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2009). "Prepare the Way of the Lord:" Towards a Cognitive Poetic Analysis of Audience Involvement with Characters and Events in the Markan World. Universitetet i Oslo. Fulltekst i vitenarkiv
• Hartvigsen, Kirsten Marie (2001). "Den som gjør Guds vilje, er min bror og søster og mor (Mark. 3,35)" : disiplene i Markusevangeliet analysert ved hjelp av narrativ og lingvistisk teori. [Forfatteren]. Fulltekst i vitenarkiv

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