Rothgangel / Schlag / Schweitzer Basics of Religious Education
1. Auflage 2014
ISBN: 978-3-8470-0265-9
Verlag: V&R unipress
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E-Book, Englisch, 416 Seiten
ISBN: 978-3-8470-0265-9
Verlag: V&R unipress
Format: PDF
Kopierschutz: 0 - No protection
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1;Title Page;3
2;Copyright;4
3;Table of Contents;7
4;Body;11
5;Introduction;11
6;Martin Rothgangel: I. What is religious education? An epistemological guide;13
6.1;1. Subject area and research methods;14
6.1.1;1.1 Academic religious education as theory of school-based Religious Education;14
6.1.2;1.2 Religious education as theory of congregational education;15
6.1.3;1.3 Religious education as theory of Christian education;15
6.1.4;1.4 Religious education as theory of religious education (Bildung);16
6.1.4.1;1.4.1 First specification: `religious';17
6.1.4.2;1.4.2 Second specification: `Education' (Bildung);20
6.1.5;1.5 Research methods of religious education;22
6.2;2. Disciplines related to religious education;23
6.2.1;2.1 Disciplines related to the subject area;24
6.2.1.1;2.1.1 Theology and / or religious studies?;24
6.2.1.2;2.1.2 Sub-disciplines of theology;25
6.2.2;2.2 Related disciplines of educational sciences;26
6.2.3;2.3 Relational models;27
6.3;For further reading;28
7;Rainer Lachmann / Martin Rothgangel: II. Understanding and tasks of the subject-related didactics of Religious Education;29
7.1;1. Introduction: The characteristics of the questions of subject-related didactics;29
7.2;2. Didactics of religion and general didactics;31
7.2.1;2.1 General didactics as reference discipline;31
7.2.2;2.2 Theories of general didactics;32
7.2.2.1;2.2.1 Didactics based on the theory of education (Bildung);33
7.2.2.2;2.2.2 Didactics of the theory of learning;34
7.2.2.3;2.2.3 Curricular didactics;35
7.2.2.4;2.2.4 Critical-constructive didactics;36
7.2.2.5;2.2.5 Critical-communicative didactics;38
7.2.2.6;2.2.6 Constructivist didactics;39
7.2.2.7;2.2.7 Recent trends and summarising reflections;40
7.3;3. Competences and tasks of subject-related didactics;41
7.4;For further reading;44
8;Rainer Lachmann: III. History of religious education until the beginning of the 20th century - didactical highlights;45
8.1;1. Catechetical origins in the Early Church;45
8.2;2. Catechisms of Reformation and Lutheran Orthodoxy;46
8.3;3. Bible and biblical stories as content of catechetical instruction;48
8.4;4. Religious didactics of the Enlightenment;50
8.5;5. Tendencies of religious education in the 19th century;54
8.5.1;5.1 The movement motivated by enlightened pedagogy;54
8.5.2;5.2 Church catechetics;56
8.6;6. Liberal religious education;58
8.7;7. Looking ahead retrospectively;62
8.8;For further reading;62
9;Martin Rothgangel: IV. Conceptions of religious education and didactical structures;63
9.1;1. Conceptions of religious education – Introduction: What are conceptions and which ones should be treated?;63
9.2;2. Evangelical Instruction;65
9.3;3. Hermeneutic Religious Education;67
9.3.1;3.1 Foundations of the conception;67
9.3.2;3.2 Didactical structure;68
9.4;4. Problem-Oriented Religious Education;69
9.4.1;4.1 Foundations of the conception;69
9.4.2;4.2 Didactical structure;71
9.5;5. Symbol Didactics;71
9.5.1;5.1 Foundations of the conception;71
9.5.2;5.2 Didactical structure;73
9.6;6. Subject-Oriented Religious Education;74
9.6.1;6.1 Conceptional impulses;74
9.6.2;6.2 Didactical structure;75
9.7;7. New developments and the interplay of didactical structures;76
9.7.1;7.1 Recent approaches in religious education;76
9.7.2;7.2 Interaction of didactical structures;78
9.8;For further reading;79
10;Friedrich Schweitzer: V. Religious education as a task of the school;81
10.1;1. Does religion belong to education?;82
10.2;2. Religious education in school?;86
10.3;3. Religion as a dimension of all subjects or as a subject of its own?;88
10.4;4. Religion in school beyond Religious Education?;90
10.5;5. Summary and consequences;91
10.6;For further reading;92
11;Michael Wermke: VI. Religion in school outside Religious Education;95
11.1;1. Living and learning at school;95
11.2;2. Religion in school beyond Religious Education (Schulleben) – defining the terms;96
11.3;3. Christian presence in school beyond Religious Education from a legal perspective;98
11.3.1;3.1 The constitutional guarantee of the `Christian presence in school beyond Religious Education';98
11.3.2;3.2 The guarantee of the `Christian presence in school beyond Religious Education' in educational laws;99
11.4;4. The ecclesial dimension of shared educational responsibility;100
11.5;5. The “neighbourhood of school and congregation” in the religious education discussion;101
11.6;6. “Christian presence in school beyond Religious Education” in the perspective of subject-related didactics;103
11.6.1;6.1 The rediscovery of the forms of religious communication in Religious Education;103
11.6.2;6.2 The practice of religious communication in Religious Education;104
11.6.3;6.3 The school as a place of pastoral counselling;106
11.7;7. `Christian presence' in the practice of the school;107
11.8;8. School worship services as the core of the Christian presence in school;109
11.9;For further reading;111
12;Uta Pohl-Patalong: VII. Learning in school and in the congregation. A comparison with regard to confirmation work;113
12.1;1. Perceptions – on the state of religious learning in Religious Education and confirmation classes;114
12.1.1;1.1. Similarities;114
12.1.1.1;1.1.1. Reliable and designed religious learning;114
12.1.1.2;1.1.2. Religious learning within the context of plurality;115
12.1.1.3;1.1.3. No religious learning without presuppositions;116
12.1.1.4;1.1.4. Reliable adults as role models;116
12.1.1.5;1.1.5. Parallelism of didactic conceptions;117
12.1.2;1.2. Differences;118
12.1.2.1;1.2.1. The character of the learning locations;118
12.1.2.2;1.2.2. Composition of the learning groups;119
12.2;2. Conceptual considerations – insights of religious education as a discipline regarding religious learning in Religious Education and confirmation classes;120
12.2.1;2.1. Commonalities;120
12.2.1.1;2.1.1. Belief as a never-ending path of discovery;120
12.2.1.2;2.1.2. Religious learning as an educational process;120
12.2.2;2.2. Differences;122
12.2.2.1;2.2.1. Reflection versus identification?;122
12.2.2.2;2.2.2. Individual and societal vs. ecclesiastical Christianity;124
12.2.2.3;2.2.3. Religious openness versus church affiliation;126
12.3;3. Religious learning in church and in school;128
12.4;For further reading;130
13;Gottfried Adam / Rainer Lachmann: VIII. Reasons for Religious Education in Public Schools;131
13.1;1. Reasons from cultural history;131
13.2;2. Societal reasons;132
13.3;3. An educational approach;133
13.4;4. Anthropological reasons;134
13.5;5. Legal reasons;136
13.5.1;5.1 The legal context;136
13.5.2;5.2 “Tenets of the religious community” – denominational Religious Education;137
13.5.3;5.3 Religious Education in cooperation between church and state;139
13.5.4;5.4 Continuing interpretation;140
13.6;For further reading;144
14;Michael Meyer-Blanck: IX. Forms of Religious Education in the federal states (Länder) of the Federal Republic of Germany;145
14.1;1. The independence of the Länder in cultural and educational matters as a consequence of the experience of the totalitarian state;145
14.2;2. Religion in German Basic Law: the free development of personality and the religious communities;146
14.3;3. Denominational Religious Education as the usual case in twelve of the Länder;148
14.4;4. Special regulations in the Länder of Bremen, Berlin, Brandenburg, and Hamburg;149
14.4.1;4.1 Bremen;150
14.4.2;4.2 Berlin;150
14.4.3;4.3 Brandenburg;151
14.4.4;4.4 Hamburg;153
14.5;5. `Denominational cooperation' between Protestant and Catholic Religious Education;154
14.6;6. Summary;155
14.7;7. Denominational Religious Education and Ethics;156
14.8;8. Protestant Religious Education and “Islamic Instruction” or Islamic Religious Education;157
14.9;For further reading;159
15;Peter Schreiner: X. Religious Education in Europe;161
15.1;1. Why compare Religious Education approaches? What can we learn from a comparative perspective?;161
15.2;2. Models of Religious Education in Europe – organisation, legal types and examples;163
15.2.1;The European context;163
15.2.2;Comparative research in Religious Education;164
15.2.3;Different situations of Religious Education in European schools;166
15.2.3.1;Type 1: No Religious Education in school;166
15.2.3.2;Type 2: Denominational or confessional Religious Education organised by religious communities, the state or in cooperation between state and religious communities.;167
15.2.3.3;Type 3: Non-confessional Religious Education organised by the state;170
15.3;3. Different basic didactical paradigms of Religious Education;172
15.3.1;3.1 Learning religion: Religious Education as confirmation of the main religion in a homogeneous learning context.;173
15.3.2;3.2 Learning about religion: Religious Studies using testimonies of different religions.;173
15.3.3;3.3 Learning from religion: Concerned with developing pupil's own reflection on and response to their own and others' experiences.;173
15.4;4. Different models – common challenges?;175
15.5;For further reading;177
16;Martin Schreiner: XI. The Relationship between Religious Education and other Subjects;179
16.1;1. Subject-based, transdisciplinary or interdisciplinary ways of learning in Religious Education;179
16.2;2. Clarification of Terms from an educational perspective on the school;180
16.3;3. Transdisciplinary or interdisciplinary education in the didactics of religion;182
16.4;4. Examples of Christian didactics of religion in dialogue;189
16.5;For further reading;193
17;Martin Rothgangel / Robert Schelander: XII. Pupil – empirical methods on perception;195
17.1;1. Previous research in religious education;195
17.2;2. Methods for the collection of religious `data';196
17.2.1;2.1 Forms of observation;197
17.2.2;2.2 Forms of surveys;198
17.2.2.1;2.2.1 The interview;199
17.2.2.2;2.2.2 The questionnaire;200
17.2.3;2.3 Further forms of surveys;201
17.3;3. Methods of interpreting religious `data';202
17.3.1;3.1 Grounded Theory: theory and application in religious education;202
17.3.1.1;3.1.1 Methodological basis;202
17.3.1.2;3.1.2 Example;204
17.3.2;3.2 Documentary Method of Interpretation: theory and application in religious education;205
17.3.2.1;3.2.1 Methodological basis;205
17.3.2.2;3.2.2 Examples;206
17.4;For further reading;207
18;Andrea Schulte: XIII. Pupils in a psychological perspective;209
18.1;1. Approaches;209
18.2;2. Learning religion?;210
18.2.1;2.1 Behaviouristic learning theories or theories based on behavioural psychology;212
18.2.2;2.2 Cognitive psychological theories;212
18.2.3;2.3 Constructivist theories;213
18.2.4;2.4 The integrative approach;213
18.2.5;2.5 Interim results;213
18.3;3. Development as change over a lifetime;215
18.3.1;3.1 Jean Piaget's model for the intellectual development of the individual;216
18.3.2;3.2 Theories of religious development;217
18.3.2.1;3.2.1 Excursus: An input from the Psychology of Religion;218
18.3.2.2;3.2.2 Conclusions and criticisms of developmental stage theories;219
18.3.3;3.3 Interim conclusion;220
18.4;4. General Outlook;222
18.5;For further reading;223
19;Manfred L. Pirner: XIV. Pupils – in a sociological perspective;225
19.1;1. What kind of society do we live in? Sociological perspectives;225
19.2;2. Which forms and functions are typical of religion in our society? Perspectives from the sociology of religion;226
19.3;3. How do young people develop into socially active personalities? Perspectives from socialisation research;228
19.4;4. Results from empirical research I: Religion and faith;229
19.4.1;4.1 Religious affiliation and importance of religion;229
19.4.2;4.2 Belief in God and other contents of faith;230
19.4.3;4.3 Parareligious beliefs and Christian faith;231
19.5;5. Results from empirical research II: attitude towards the church and religious practice;232
19.5.1;5.1 Attitude towards the church;232
19.5.2;5.2 Religious practice: prayer and church attendance;233
19.5.3;5.3 Religious experiences;233
19.6;6. Results from empirical research III: discussing crucial questions;234
19.6.1;6.1 Is the passing-down of religious traditions about to disappear?;234
19.6.2;6.2 How relevant for life are religious beliefs?;235
19.6.3;6.3 Which social milieus are still being reached by the churches?;236
19.7;7. Concluding remarks for a religious educational horizon;237
19.8;For further reading;237
20;Petra Freudenberger-Lötz: XV. Pupils – in a theological perspective;239
20.1;1. Viewing pupils as competent partners in dialogue: the intention of theological conversations in Religious Education;239
20.2;2. How pupils construct their understanding of God;240
20.2.1;2.1 Primary school (age 6–10);241
20.2.2;2.2 Secondary school (age 10–16);243
20.2.3;2.3 The last years of secondary school (age 16–18);247
20.3;3. Consequences for religious education;250
20.4;For further reading;250
21;Elisabeth Naurath: XVI. Pupils and Religion Teachers – in a perspective of gender;251
21.1;1. Gender research;251
21.1.1;1.1 Gender research and theology;252
21.1.2;1.2 Gender research and religious education theory;252
21.2;2. Gender research and Religious Education at school;254
21.2.1;2.1 Gender as a category of classroom-based research;254
21.2.2;2.2 Gender in relationship to today's pupils' ways of life and thinking;255
21.2.2.1;2.2.1 Girls in Religious Education;255
21.2.2.2;2.2.2 Boys in Religious Education;257
21.2.3;2.3 Gender as an issue concerning the role of RE teachers;260
21.3;For further reading;261
22;Hartmut Lenhard: XVII. Stages of training for teachers of Religious Education;263
22.1;1. Professional objective: Religious Education teacher;263
22.2;2. Concerning new concepts of the courses of study for teachers of Religious Education;263
22.2.1;2.1 Impulses from subject-related didactics;265
22.2.2;2.2 Impulses from the Study Reform Commission of the Protestant Church in Germany (EKD);267
22.3;3. The course of studies;270
22.3.1;3.1 The students;270
22.3.2;3.2 Competences and standards;271
22.3.3;3.3 Academic discipline, subject-related didactics, and practical modules;272
22.4;4. Practical training – the second stage of teacher training;273
22.4.1;4.1 Prospective teachers and trainee teachers;273
22.4.2;4.2 Structures, contents, and processes;274
22.5;5. Introductory period – the third stage of teacher training;275
22.5.1;5.1 Beginners in the profession;275
22.5.2;5.2 Offers of continuous education;276
22.6;6. Prospects;276
22.7;For further reading;277
23;Gottfried Adam: XVIII. Religious Education teacher: profession – person – competence;279
23.1;1. Looking at history: Christian appreciation of education;280
23.2;2. Theological-educational competence;281
23.2.1;2.1 Definition – Structure – Requirements;281
23.2.2;2.2 Specific competences;282
23.2.3;2.3 Interim reflection;284
23.3;3. The legal framework for Religious Education;285
23.3.1;3.1 The constitutional context;285
23.3.2;3.2 The institutional context;286
23.3.3;3.3 Freedom of instruction;287
23.4;4. Religion teachers, the church, and lived religion;287
23.4.1;4.1 Certification as an expression of co-responsibility;287
23.4.2;4.2 Teachers of Religious Education and lived religion;288
23.5;5. The uses of theology and religious didactics;289
23.5.1;5.1 Theological expertise;289
23.5.2;5.2 Conceptional clarity in didactics;290
23.6;6. The dimension of personal relationships: Basic pedagogical attitude – Emotions / Enthusiasm – Being a role model;290
23.6.1;6.1 Basic pedagogical attitude;291
23.6.2;6.2 Emotions – Capacity of enthusiasm;291
23.6.3;6.3 The teacher as curriculum? – or: Being a role model;293
23.7;For further reading;294
24;Friedhelm Kraft: XIX. Curricula for Religious Education;295
24.1;1. Introduction;295
24.1.1;1.1 Curricula in general;295
24.1.2;1.2 The function of curricula;296
24.1.3;1.3 Curricula for Religious Education;297
24.2;2. The curriculum in the history of Religious Education since 1945;298
24.2.1;2.1 The curriculum of Evangelical Instruction;298
24.2.2;2.2 The curriculum in problem-oriented, theme-centred Religious Education;300
24.2.3;2.3 Curriculum development “between identity and plurality”;301
24.3;3. Guidelines under the influence of competence orientation: the core curriculum for Religious Education;301
24.3.1;3.1 Competence-based education in general;301
24.3.2;3.2 Competence-based education and Religious education;302
24.3.3;3.3 The Lower Saxony core curricula;303
24.3.4;3.4 Open questions about competence-based curricula;306
24.3.5;3.5 Competence-oriented curricula as a `turning point'?;306
24.4;For further reading;307
25;Martin Rothgangel: XX. Religious competences and educational standards for religion;309
25.1;1. Fundamental aspects of the discussion of educational sciences;310
25.1.1;1.1 A domain-specific definition of `competence';310
25.1.2;1.2 Standards of education;311
25.1.3;1.3 Competences, educational standards, and core curricula;312
25.2;2. Legitimisation of educational standards for religion;313
25.3;3. Models of competence for Religious Education;315
25.3.1;3.1 Ulrich Hemel's model of competences;316
25.3.2;3.2 The model of competence of the Protestant Church in Germany;317
25.4;4. Epistemologically oriented interim results;319
25.5;For further reading;321
26;Michael Domsgen: XXI. The dimensions of learning in Religious Education;323
26.1;1. What does learning mean?;323
26.1.1;1.1 Implicit and explicit learning;324
26.1.2;1.2 Different views of learning;325
26.1.3;1.3 Learning as an active process with different dimensions;327
26.2;2. What does learning within Religious Education mean?;329
26.2.1;2.1 The relationship of Religious Education and religious learning;330
26.2.1.1;2.1.1 Religion as a specific interpretation of the world and of life;331
26.2.1.2;2.1.2 Basic types of religious learning;332
26.2.1.3;2.1.3 Religious learning and experiences with religion;333
26.2.1.4;2.1.4 Religious learning in Religious Education;334
26.2.2;2.2 Dimensions of religious educational learning;335
26.3;3. How are the different dimensions of learning in Religious Education to be evaluated?;337
26.4;For further reading;337
27;Rainer Lachmann: XXII. Preparation of lessons;339
27.1;1. Preparation of lessons as a core activity;339
27.2;2. Types of preparation of lessons in Religious Education;340
27.3;3. Elements of planning and preparation in Religious Education;344
27.3.1;3.1 Analysis of the didactical field of presuppositions;346
27.3.2;3.2 Consideration of the topic-specific presuppositions;348
27.3.3;3.3 Subject-specific reflection and revision;349
27.3.4;3.4 Didactical-methodological consideration and decision-making;350
27.3.5;3.5 Lesson plan;353
27.4;4. Short forms of preparation for teaching;354
27.5;For further reading;355
28;Michael Fricke: XXIII. Biblical themes;357
28.1;1. The bible today;357
28.2;2. Reasons for working with the bible;357
28.3;3. The question of God in the bible;359
28.4;4. Comprehension and interpretation;359
28.5;5. Didactics and methodology;360
28.5.1;5.1 Pupils interpret the bible;361
28.5.2;5.2 Bible reception from an empirical point of view;362
28.5.3;5.3 Methods for activating pupils;363
28.5.4;5.4 Ingo Baldermann and Rainer Oberthür: Elementarisation;364
28.5.5;5.5 Horst Klaus Berg: Context model and critical potential;366
28.5.6;5.6 Peter Müller: Keys to the bible;367
28.5.7;5.7 Franz W. Niehl: the bible as (a special form of) literature;368
28.6;6. Teaching example: The question of God in bible education;369
28.6.1;6.1 Primary school level: Rainer Oberthür – Job's question to God;369
28.6.2;6.2 Secondary school level: Peter Müller – “If God had a name”;369
28.7;For further reading;370
29;Thomas Schlag: XXIV. Systematic topics;371
29.1;1. Basic considerations;371
29.2;2. Child and youth theology as a basic religious education perspective on systematic topics;374
29.2.1;2.1 `Child and youth' theology;374
29.2.2;2.2 Child and youth `theology';375
29.3;3. A concrete example: Lesson preparation for the question of God;376
29.3.1;3.1 Elementary approaches to the question of God;376
29.3.2;3.2 Elementary human experiences with the question of God;377
29.3.3;3.3 Elementary truths in the context of the question of God;378
29.3.4;3.4 Elementary theological structures in the question of God;379
29.3.5;3.5 Experiential forms of learning in the context of to the question of God;380
29.4;4. Biographical examples;381
29.4.1;4.1 Primary level;381
29.4.2;4.2 Secondary level;382
29.5;For further reading;382
30;Christian Grethlein: XXV. Interreligious topics;385
30.1;1. Interreligious learning – the career of a concept;385
30.1.1;1.1 Challenges;385
30.1.2;1.2 Background in Religious Education;385
30.1.3;1.3 Conceptions of interreligious learning;387
30.2;2. Theoretical problems;389
30.2.1;2.1 The perspective of communication theory;389
30.2.2;2.2 The perspective of the theory of religion;390
30.2.3;2.3 Result;391
30.3;3. Access to God in school;391
30.3.1;3.1 The context of the school as a place of learning;392
30.3.2;3.2 Religious Education as a place of learning;395
30.4;For further reading;396
31;Gottfried Adam / Martin Rothgangel: XXVI. What is `good' Religious Education?;397
31.1;1. Societal, religious, and educational context;398
31.2;2. Fundamental distinctions of quality;399
31.2.1;2.1 Dimensions of quality;399
31.2.2;2.2 Normative and empirical aspects;401
31.3;3. What is “good education”? – Pedagogical aspects;402
31.4;4. What is “good Religious Education” – The perspective of Religious Education;405
31.4.1;4.1 Normative considerations;406
31.4.2;4.2 Practice-oriented empirical research;407
31.4.3;4.3 Matrix on dimensions of quality of good Religious Education;409
31.4.4;4.4 Twelve characteristics of good Religious Education;411
31.5;5. … an ongoing process;412
31.6;For further reading;413
32;List of authors;415
