E-Book, Englisch, 416 Seiten
ISBN: 978-3-8470-0265-9
Verlag: V&R unipress
Format: PDF
Kopierschutz: Kein
The book has proven its usefulness in German speaking countries. This volume is the English translation of the German Compendium of Religious Education (edited by Gottfried Adam and Rainer Lachmann). The present English version is based on the 2012 edition which aims for a most current representation of the field. The background of the book is Protestant but its outlook is clearly ecumenical, and questions of interreligious education are considered in many of the chapters. The compendium continues to be widely used in Germany, Austria and Switzerland – as an introduction to the field and as a handbook for students who are preparing for their final exams.
The English edition makes this compendium available to students and colleagues in other countries.
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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
