Biographie, Überzeugungen, Unterrichtskonzepte: Lehrpersonen erläutern ihre Zugänge zu Religionsthemen

Bleisch, Petra; Bietenhard, Sophia

doi:10.26034/fr.zfrk.2018.058

Cited by 3 publications

(3 citation statements)

References 13 publications

(16 reference statements)

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“…The above reading of religious plurality has particularly influenced those educational approaches to religion that are in German called 'Religionskunde'-in English one talks inter alia about 'instruction on religion' and in French about 'didactique des sciences des religions' (Alberts et al 2023;Bleisch and Bietenhard 2018;Frank 2010). In practice, this approach is, however, still relatively marginal in Austria.…”

Section: Religious Pedagogy On Interreligious Learningmentioning

confidence: 99%

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Ethics Education in the Context of an Interreligious Encounter Day (IED): Empirical Research Results from Austria

Lehmann

2024

Religions

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This article adds an empirical contribution to international discussions on interreligious education, taking the point of view of the academic study of religion. It presents results from a Viennese research project that used a participant observation design to analyze one of the more recent pedagogical formats to deal with religious plurality at school—the so-called Interreligious Encounter Day (IED). More precisely this article focuses on the role of Ethics Education (EE) within the context of a specific IED that was organized in 2019. Along those lines, it highlights the ambiguity of IED practices at a school by presenting a threefold argument: first, the article makes the point that the IED opened up a space to explicitly make religion a subject of discussion at school. Second, it argues that—within the context of the IED—religion is constructed in a specific way that can be described as ‘school religion’. Third, it proposes that the observed IED format has the tendency to prioritize specific individual constructions of religion—especially those prompted by theology.

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Section: Religious Pedagogy On Interreligious Learningmentioning

confidence: 99%

“…On the one hand, the interactions of the focus pupil were based upon general pedagogical orientations. On the other hand, they were influenced by the practices of the concrete EE teacher (Alberts et al 2023;Bleisch and Bietenhard 2018). In this respect, the data have shown overlaps between EE and RE.…”

mentioning

confidence: 99%

Ethics Education in the Context of an Interreligious Encounter Day (IED): Empirical Research Results from Austria

Lehmann

2024

Religions

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“…bspw. Andreassen & Lewis, 2014;Bleisch, 2015;Bleisch & Bietenhard, 2018;Dahinden, 2006;Frank, 2010Frank, , 2014Koch, 2012;Scheufele, 2003;Schönhagen & Jecker, 2010). Während in wissenschaftlichen Arbeiten versucht wird, eine möglichst genaue und differenzierte Sprache zu pflegen und Religion im Kontext darzustellen, werden in der Alltagssprache oft verallgemeinerte Aussagen über "die Muslime", "die Juden" etc.…”

Section: Introductionunclassified

Religionskundliches Sprechen über Religion(en) als Metakonzept der Religionskunde

Schellenberg¹

2023

ZFRK

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In diesem Beitrag wird das religionskundliche Sprechen bzw. Schreiben über Religion(en) als Metakonzept innerhalb des religionskundlichen Unterrichts vorgeschlagen. In Anlehnung an die Didaktische Rekonstruktion (Kattmann et al., 1997) wird das Metakonzept des religionskundlichen Schreibens unter Berücksichtigung der religionswissenschaftlichen Perspektive und jener der Schüler:innen beschrieben und bezogen auf Klafki (1969) nach seiner Bildungsrelevanz befragt. Dazu wird zunächst dargelegt, was religionswissenschaftliches Schreiben über Religion und insbesondere Religionen kennzeichnet und anschliessend, inwiefern schriftliche Darstellungen von Religionen bei Schüler:innen den Merkmalen religionswissenschaftlichen Schreibens entsprechen. Hierfür wurden schriftliche Antworten von Schüler:innen der 7. bis 9. Jahrgangsstufe auf Fragen nach ausgewählten Religionen in der Schweiz qualitativ ausgewertet und bezogen auf die religionswissenschaftliche Sprache, wesentliche Aspekte eines religionskundlich angemessenen Schreibens oder eines essentialisierenden und verallgemeinernden identifiziert. Im Artikel wird dargelegt, dass empirisch, kulturwissenschaftlich ausgerichtete Religionswissenschaft eine Sprache pflegt, welche Binnendifferenzierungen und kontextuelle Bedingtheit deutlich macht, während Schüler:innen immer wieder zu essentialisierender und verallgemeinernder Sprache tendieren. Der Artikel schlägt schliesslich aufgrund der fachlichen Angemessenheit aber insbesondere wegen der gesellschaftlichen Relevanz vor, religionskundlich angemessene Darstellungen von Religionen explizit im Religionskundeunterricht zu behandeln und zu fördern.

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The ‘world religions paradigm’ as the organising principle of didactic action—a case study

Bleisch

Affolter

2021

British Journal of Religious Education

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This article shows how discussion of the 'world religions paradigm' in integrated natural and social science teaching affects how religious plurality is handled. A concrete case study is used to illustrate how a teacher designs lessons on world religions.Based on this single case study, the article argues that the use of specific teaching materials, which are shaped according to the world religions paradigm and contain a highly essentialised and ahistorical depiction of religions, contrasts with the more nuanced additions made by the teacher in the oral monologue parts of the lesson. It is shown that the world religions paradigm is subtly and implicitly questioned as well as reproduced by the teacher. The analysis is based on de Certeau's theory of strategies and tactics, which allows for a discussion of teachers' scope of action.

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Biographie, Überzeugungen, Unterrichtskonzepte: Lehrpersonen erläutern ihre Zugänge zu Religionsthemen

Cited by 3 publications

References 13 publications

Ethics Education in the Context of an Interreligious Encounter Day (IED): Empirical Research Results from Austria

Ethics Education in the Context of an Interreligious Encounter Day (IED): Empirical Research Results from Austria

Religionskundliches Sprechen über Religion(en) als Metakonzept der Religionskunde

The ‘world religions paradigm’ as the organising principle of didactic action—a case study

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