E-Book, Deutsch, 228 Seiten
E-Book, Deutsch, 228 Seiten
ISBN: 978-3-8309-8795-6
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz
This setting raises several questions: How can religious experience be conceptualized in a context of religious plurality and secularity with the traditional religious traditions as just one option among others? How does lived religion contribute to such a conceptualization? Do the concepts of spirituality and implicit religion give way to a new understanding of religious experience? How can be grasped religious experience beyond the traditional religious practices? Do traditional empirical methods still fit? Which concepts and methods can we utilize in bringing religious experience into religious or spiritual education?
Autoren/Hrsg.
Weitere Infos & Material
1;Book Cover;1
1.1;Imprint;4
1.2;Preface;5
1.3;Table of Contents;9
2;Finding and Articulating Meaning in Secular Experience (Ann Taves);13
2.1;1 Introduction;13
2.2;2 What is a Meaning Systems Framework?;15
2.3;3 A Dynamic Interaction;18
2.4;4 Application;21
2.5;References;21
3;Believing Minds: Steps to an Ecology of Religious Ideas (Carles Salazar);23
3.1;1 Why Do We Believe?;24
3.2;2 Belief and Authority;26
3.3;3 Some Difficulties with the Cognitive Approach to the Study of Religion;28
3.4;4 The Problem of Meaning;30
3.5;5 Meaning and Belief;32
3.6;6 Embodiment;35
3.7;7 Religious Communication;37
3.8;8 Concluding Remarks;40
3.9;References;41
4;Experiencing Religion, Religious Experience and Media Experience. Explorations of an Intricate Relationship in the Context of Religious Education (Manfred L. Pirner);43
4.1;1 Introduction;43
4.2;2 ‘Homo Medialis’ and ‘Religio Medialis’ – Anthropological and Cultural-Historical Perspectives;46
4.3;3 Media and Religion – Sociological and Psychological Perspectives;49
4.4;4 Conclusion;55
4.5;References;57
5;Spiritual rather than Religious. A Case Study on Making Meaning from Sunday’s Activities (Ulrich Riegel);61
5.1;1 Experiencing Religion in a Secular Age;61
5.1.1;The Relationship between Religious Experience and Experiencing Religion;62
5.1.2;Charles Taylor’s Concept of Secularity;63
5.1.3;Ann Taves’ Meaning System Framework;65
5.1.4;Experiencing Religion in a Secular Age;66
5.2;2 The Religious Legacy of the Christian Sunday;67
5.2.1;Sunday’s Christian Background and recent Sunday Activities;67
5.2.2;Experiencing Traditional Christian Practices on Sunday;68
5.2.3;Experiencing Religion during Sunday Service;69
5.2.4;Experiencing Religion beyond Traditional Religious Practices;70
5.2.5;Experiencing Religion according to Individualized Subjective Life Spirituality;72
5.3;3 Discussion;73
5.4;References;75
6;How Ordinary Moments Become Religious Experiences. A Process-Related Practical Theological Perspective (Sabrina Müller);79
6.1;1 Introduction;79
6.1.1;Pluralisation of Lifestyles;79
6.1.2;Methodology;80
6.2;2 Religious Experiences – Special Everyday Experiences;81
6.2.1;The Religious Experiences of Abby and Kristine;82
6.2.2;The Subjectivity of Special Everyday Experiences;83
6.2.3;From the Absence to the Abundance of Words – Considerations on Method and Content;84
6.2.4;The Religious Moment, the Special Everyday Experience – Three Action Levels;86
6.2.5;Qualities of a Religious Experience;89
6.3;3 Discussion;91
6.4;References;94
7;Is Religious Experience Necessary for Interreligious Learning? An Empirical Critique of a Didactical Assumption (Alexander Unser);97
7.1;1 Introduction;97
7.1.1;Religious Experience as a Necessary Precondition: an Outline of the Assumption;98
7.1.2;A Critical Re-Formulation of the Assumption;100
7.1.3;A Clarification of Concepts;103
7.2;2 Method;104
7.2.1;Research Questions and Hypotheses;105
7.2.2;Sample;105
7.2.3;Instruments;105
7.2.4;Computation;107
7.3;3 Results;108
7.3.1;Research Question 1: The Influence of Religious Experience;108
7.3.2;Research Question 2: Controlling for the Perception of Structure and Relevance;109
7.3.3;Research Question 3: How Privileging in Interreligious Learning Works;109
7.4;4 Discussion;111
7.5;References;113
8;Experience as a Binding Existential Dimension in Religious Education (Siebren Miedema);119
8.1;1 The Crucial Role of Experience in Religion;119
8.2;2 The Core of the Process of (Religious) Education;122
8.3;3 Legitimizing the Binding Role of Experience;123
8.4;4 Conclusion;124
8.5;References;125
9;Religious Experience at School? On the Discussion About What Makes an Experience a Religious Experience Using Attribution Theory (Mirjam Zimmermann);127
9.1;1 What is Religious Experience? A Definitional Perspective;128
9.2;2 Experiencing Religion: Faith Learning, Performance and Participation as Challenges in Religious Education. A Didactic Perspective;129
9.3;3 Do German Students Bring Religious Experiences with Them into the Religion Classroom? An Empirical Perspective also on the Situation around Siegen (NRW);132
9.4;4 When Does an Experience Become a Religious Experience? Attribution Theory – a Perspective from the Psychology of Religion;135
9.5;5 Outlook. A Predicative Perspective;138
9.6;References;140
10;Religious Experience and Religious Educationin a Digital Era (Vasiliki Mitropoulou);145
10.1;1 Introduction;145
10.2;2 Character of Religious Education in Schools;146
10.3;3 What are Religious Experiences Considered to Be?;146
10.4;4 Connections between Religious Education in Schools and Religious Experiences;148
10.5;5 Place of Religious Education in the Information Society;149
10.6;6 School Religious Education in Digital Era;151
10.7;7 The “Digital School” Project;153
10.8;8 Concluding Remarks;153
10.9;References;154
11;Teaching Religion and Religious Experience in Swiss Public Schools. Conceptualizations, Didactical Strategies and Challenges (Sophia Bietenhard & Petra Bleisch);157
11.1;1 Introduction;157
11.2;2 Methodological Considerations and Sample Description;158
11.3;3 Religious Experience: Teachers and the Classroom;159
11.3.1;Teachers’ Definitions of Religious Experience;159
11.3.2;Teachers Deal with Their Own Religious Experiences in Classroom;161
11.3.3;Students Bring Their Religious Experience into the Classroom;163
11.3.4;Religious Experience Occurring when Teaching;163
11.4;4 Two Modes of teaching “Religion”;165
11.4.1;Religion Seen as a Phenomenon Sui Generis and Taught as a Value System;165
11.4.2;Religion Taught as Topic of General Knowledge and Seen as a Learning Opportunity;167
11.5;5 Conclusions and Prospects;170
11.6;References;171
12;Balancing on the Borders. How Swedish Teachers Deal with Personal Experiences of Religion in Non-Confessional Religious Education (Anders Sjöborg & Malin Löfstedt);173
12.1;1 Introduction;173
12.1.1;Previous Research;174
12.1.2;Research Question;175
12.1.3;Theoretical Perspectives;175
12.1.4;Methodological Considerations;176
12.2;2 Results;177
12.2.1;Survey Results: Religious Symbols and Openness on Worldview in Classroom;177
12.2.2;Example 1: Sanna, female, born in the 1980’s;178
12.2.3;Example 2: Regina, female, born in the 1980’s;180
12.2.4;Example 3: Filip, male, born in the 1960’s;181
12.2.5;Example 4: Tariq, male, born in the 1960’s;182
12.2.6;Analysis;184
12.3;3 Concluding Discussion;185
12.4;References;186
13;Performative and Experiential Approaches to Art in Religious Education. An Empirical Project Based on Educational Design Research (Claudia Gärtner);189
13.1;1 Methodological Approach: Didactical Design Research;189
13.1.1;Responsively Grounded, Learning Ecology;190
13.1.2;Interventionist;191
13.1.3;Iterative;191
13.1.4;Process-Focussed;191
13.1.5;Content-Focussed;191
13.1.6;Local Theory;192
13.2;2 Cycle of Research: “Developing Own Notions of the Resurrection by Using an Anastasis Icon”;192
13.2.1;Specifying the Learning Content and Learning Goals;192
13.2.2;Developing and Conducting the Design;194
13.3;3 Key Results;195
13.3.1;Learning Process;195
13.3.2;Learning Gains;200
13.4;4 Local Theory-Building;202
13.5;5 Religious Experience through Art?;203
13.6;References;204
14;“I Like These Lessons Because They Are More Personal” Mystagogical Learning – An Approach to Open Religious Education for (Religious) Experiences (Mirjam Schambeck);209
14.1;1 Some Spotlights on Juvenile Statements Referring to the Question of God;211
14.2;2 The Concept and Aims of Mystagogical Learning;212
14.2.1;Human Being as Being Capable of God – Systematic-Theological Implications;212
14.2.2;Correlation as the Main Didactical Figure of Mystagogical Learning;213
14.2.3;God – from the Learners' Perspective;213
14.2.4;God – from the Perspective of Traditions;213
14.2.5;Mutual, Correlative and Critical-Productive Relationship between Subjects and Tradition;214
14.2.6;Why the Question of God Matters also Today – Potentials of Mystagogical Learning;215
14.3;3 Shapes of RE at School: Positional RE vs. Multi-Faith Approach;216
14.3.1;Contours of Positional Religious Education in Light of Confessional Approach and Multi-Faith Approach;217
14.3.2;Advantages of Religious Education Taught in the Concept of Positional Religious Education;218
14.4;4 The Role of the Existential Dimension in Religious Education: Again Some Spotlights;221
14.5;References;222
15;List of Authors and Editors;225
