Basics of Religious Education

Title Page......Page 4
Copyright......Page 5
Table of Contents......Page 8
Introduction......Page 12
Martin Rothgangel: I. What is religious education? An epistemological guide......Page 14
1.1 Academic religious education as theory of school-based Religious Education......Page 15
1.3 Religious education as theory of Christian education......Page 16
1.4 Religious education as theory of religious education (Bildung)......Page 17
1.4.1 First specification: `religious\'......Page 18
1.4.2 Second specification: `Education\' (Bildung)......Page 21
1.5 Research methods of religious education......Page 23
2. Disciplines related to religious education......Page 24
2.1.1 Theology and / or religious studies?......Page 25
2.1.2 Sub-disciplines of theology......Page 26
2.2 Related disciplines of educational sciences......Page 27
2.3 Relational models......Page 28
For further reading......Page 29
1. Introduction: The characteristics of the questions of subject-related didactics......Page 30
2.1 General didactics as reference discipline......Page 32
2.2 Theories of general didactics......Page 33
2.2.1 Didactics based on the theory of education (Bildung)......Page 34
2.2.2 Didactics of the theory of learning......Page 35
2.2.3 Curricular didactics......Page 36
2.2.4 Critical-constructive didactics......Page 37
2.2.5 Critical-communicative didactics......Page 39
2.2.6 Constructivist didactics......Page 40
2.2.7 Recent trends and summarising reflections......Page 41
3. Competences and tasks of subject-related didactics......Page 42
For further reading......Page 45
1. Catechetical origins in the Early Church......Page 46
2. Catechisms of Reformation and Lutheran Orthodoxy......Page 47
3. Bible and biblical stories as content of catechetical instruction......Page 49
4. Religious didactics of the Enlightenment......Page 51
5.1 The movement motivated by enlightened pedagogy......Page 55
5.2 Church catechetics......Page 57
6. Liberal religious education......Page 59
For further reading......Page 63
1. Conceptions of religious education – Introduction: What are conceptions and which ones should be treated?......Page 64
2. Evangelical Instruction......Page 66
3.1 Foundations of the conception......Page 68
3.2 Didactical structure......Page 69
4.1 Foundations of the conception......Page 70
5.1 Foundations of the conception......Page 72
5.2 Didactical structure......Page 74
6.1 Conceptional impulses......Page 75
6.2 Didactical structure......Page 76
7.1 Recent approaches in religious education......Page 77
7.2 Interaction of didactical structures......Page 79
For further reading......Page 80
Friedrich Schweitzer: V. Religious education as a task of the school......Page 82
1. Does religion belong to education?......Page 83
2. Religious education in school?......Page 87
3. Religion as a dimension of all subjects or as a subject of its own?......Page 89
4. Religion in school beyond Religious Education?......Page 91
5. Summary and consequences......Page 92
For further reading......Page 93
1. Living and learning at school......Page 96
2. Religion in school beyond Religious Education (Schulleben) – defining the terms......Page 97
3.1 The constitutional guarantee of the `Christian presence in school beyond Religious Education\'......Page 99
3.2 The guarantee of the `Christian presence in school beyond Religious Education\' in educational laws......Page 100
4. The ecclesial dimension of shared educational responsibility......Page 101
5. The “neighbourhood of school and congregation” in the religious education discussion......Page 102
6.1 The rediscovery of the forms of religious communication in Religious Education......Page 104
6.2 The practice of religious communication in Religious Education......Page 105
6.3 The school as a place of pastoral counselling......Page 107
7. `Christian presence\' in the practice of the school......Page 108
8. School worship services as the core of the Christian presence in school......Page 110
For further reading......Page 112
Uta Pohl-Patalong: VII. Learning in school and in the congregation. A comparison with regard to confirmation work......Page 114
1.1.1. Reliable and designed religious learning......Page 115
1.1.2. Religious learning within the context of plurality......Page 116
1.1.4. Reliable adults as role models......Page 117
1.1.5. Parallelism of didactic conceptions......Page 118
1.2.1. The character of the learning locations......Page 119
1.2.2. Composition of the learning groups......Page 120
2.1.2. Religious learning as an educational process......Page 121
2.2.1. Reflection versus identification?......Page 123
2.2.2. Individual and societal vs. ecclesiastical Christianity......Page 125
2.2.3. Religious openness versus church affiliation......Page 127
3. Religious learning in church and in school......Page 129
For further reading......Page 131
1. Reasons from cultural history......Page 132
2. Societal reasons......Page 133
3. An educational approach......Page 134
4. Anthropological reasons......Page 135
5.1 The legal context......Page 137
5.2 “Tenets of the religious community” – denominational Religious Education......Page 138
5.3 Religious Education in cooperation between church and state......Page 140
5.4 Continuing interpretation......Page 141
For further reading......Page 145
1. The independence of the Länder in cultural and educational matters as a consequence of the experience of the totalitarian state......Page 146
2. Religion in German Basic Law: the free development of personality and the religious communities......Page 147
3. Denominational Religious Education as the usual case in twelve of the Länder......Page 149
4. Special regulations in the Länder of Bremen, Berlin, Brandenburg, and Hamburg......Page 150
4.2 Berlin......Page 151
4.3 Brandenburg......Page 152
4.4 Hamburg......Page 154
5. `Denominational cooperation\' between Protestant and Catholic Religious Education......Page 155
6. Summary......Page 156
7. Denominational Religious Education and Ethics......Page 157
8. Protestant Religious Education and “Islamic Instruction” or Islamic Religious Education......Page 158
For further reading......Page 160
1. Why compare Religious Education approaches? What can we learn from a comparative perspective?......Page 162
The European context......Page 164
Comparative research in Religious Education......Page 165
Type 1: No Religious Education in school......Page 167
Type 2: Denominational or confessional Religious Education organised by religious communities, the state or in cooperation between state and religious communities.......Page 168
Type 3: Non-confessional Religious Education organised by the state......Page 171
3. Different basic didactical paradigms of Religious Education......Page 173
3.3 Learning from religion: Concerned with developing pupil\'s own reflection on and response to their own and others\' experiences.......Page 174
4. Different models – common challenges?......Page 176
For further reading......Page 178
1. Subject-based, transdisciplinary or interdisciplinary ways of learning in Religious Education......Page 180
2. Clarification of Terms from an educational perspective on the school......Page 181
3. Transdisciplinary or interdisciplinary education in the didactics of religion......Page 183
4. Examples of Christian didactics of religion in dialogue......Page 190
For further reading......Page 194
1. Previous research in religious education......Page 196
2. Methods for the collection of religious `data\'......Page 197
2.1 Forms of observation......Page 198
2.2 Forms of surveys......Page 199
2.2.1 The interview......Page 200
2.2.2 The questionnaire......Page 201
2.3 Further forms of surveys......Page 202
3.1.1 Methodological basis......Page 203
3.1.2 Example......Page 205
3.2.1 Methodological basis......Page 206
3.2.2 Examples......Page 207
For further reading......Page 208
1. Approaches......Page 210
2. Learning religion?......Page 211
2.2 Cognitive psychological theories......Page 213
2.5 Interim results......Page 214
3. Development as change over a lifetime......Page 216
3.1 Jean Piaget\'s model for the intellectual development of the individual......Page 217
3.2 Theories of religious development......Page 218
3.2.1 Excursus: An input from the Psychology of Religion......Page 219
3.2.2 Conclusions and criticisms of developmental stage theories......Page 220
3.3 Interim conclusion......Page 221
4. General Outlook......Page 223
For further reading......Page 224
1. What kind of society do we live in? Sociological perspectives......Page 226
2. Which forms and functions are typical of religion in our society? Perspectives from the sociology of religion......Page 227
3. How do young people develop into socially active personalities? Perspectives from socialisation research......Page 229
4.1 Religious affiliation and importance of religion......Page 230
4.2 Belief in God and other contents of faith......Page 231
4.3 Parareligious beliefs and Christian faith......Page 232
5.1 Attitude towards the church......Page 233
5.3 Religious experiences......Page 234
6.1 Is the passing-down of religious traditions about to disappear?......Page 235
6.2 How relevant for life are religious beliefs?......Page 236
6.3 Which social milieus are still being reached by the churches?......Page 237
For further reading......Page 238
1. Viewing pupils as competent partners in dialogue: the intention of theological conversations in Religious Education......Page 240
2. How pupils construct their understanding of God......Page 241
2.1 Primary school (age 6–10)......Page 242
2.2 Secondary school (age 10–16)......Page 244
2.3 The last years of secondary school (age 16–18)......Page 248
For further reading......Page 251
1. Gender research......Page 252
1.2 Gender research and religious education theory......Page 253
2.1 Gender as a category of classroom-based research......Page 255
2.2.1 Girls in Religious Education......Page 256
2.2.2 Boys in Religious Education......Page 258
2.3 Gender as an issue concerning the role of RE teachers......Page 261
For further reading......Page 262
2. Concerning new concepts of the courses of study for teachers of Religious Education......Page 264
2.1 Impulses from subject-related didactics......Page 266
2.2 Impulses from the Study Reform Commission of the Protestant Church in Germany (EKD)......Page 268
3.1 The students......Page 271
3.2 Competences and standards......Page 272
3.3 Academic discipline, subject-related didactics, and practical modules......Page 273
4.1 Prospective teachers and trainee teachers......Page 274
4.2 Structures, contents, and processes......Page 275
5.1 Beginners in the profession......Page 276
6. Prospects......Page 277
For further reading......Page 278
Gottfried Adam: XVIII. Religious Education teacher: profession – person – competence......Page 280
1. Looking at history: Christian appreciation of education......Page 281
2.1 Definition – Structure – Requirements......Page 282
2.2 Specific competences......Page 283
2.3 Interim reflection......Page 285
3.1 The constitutional context......Page 286
3.2 The institutional context......Page 287
4.1 Certification as an expression of co-responsibility......Page 288
4.2 Teachers of Religious Education and lived religion......Page 289
5.1 Theological expertise......Page 290
6. The dimension of personal relationships: Basic pedagogical attitude – Emotions / Enthusiasm – Being a role model......Page 291
6.2 Emotions – Capacity of enthusiasm......Page 292
6.3 The teacher as curriculum? – or: Being a role model......Page 294
For further reading......Page 295
1.1 Curricula in general......Page 296
1.2 The function of curricula......Page 297
1.3 Curricula for Religious Education......Page 298
2.1 The curriculum of Evangelical Instruction......Page 299
2.2 The curriculum in problem-oriented, theme-centred Religious Education......Page 301
3.1 Competence-based education in general......Page 302
3.2 Competence-based education and Religious education......Page 303
3.3 The Lower Saxony core curricula......Page 304
3.5 Competence-oriented curricula as a `turning point\'?......Page 307
For further reading......Page 308
Martin Rothgangel: XX. Religious competences and educational standards for religion......Page 310
1.1 A domain-specific definition of `competence\'......Page 311
1.2 Standards of education......Page 312
1.3 Competences, educational standards, and core curricula......Page 313
2. Legitimisation of educational standards for religion......Page 314
3. Models of competence for Religious Education......Page 316
3.1 Ulrich Hemel\'s model of competences......Page 317
3.2 The model of competence of the Protestant Church in Germany......Page 318
4. Epistemologically oriented interim results......Page 320
For further reading......Page 322
1. What does learning mean?......Page 324
1.1 Implicit and explicit learning......Page 325
1.2 Different views of learning......Page 326
1.3 Learning as an active process with different dimensions......Page 328
2. What does learning within Religious Education mean?......Page 330
2.1 The relationship of Religious Education and religious learning......Page 331
2.1.1 Religion as a specific interpretation of the world and of life......Page 332
2.1.2 Basic types of religious learning......Page 333
2.1.3 Religious learning and experiences with religion......Page 334
2.1.4 Religious learning in Religious Education......Page 335
2.2 Dimensions of religious educational learning......Page 336
For further reading......Page 338
1. Preparation of lessons as a core activity......Page 340
2. Types of preparation of lessons in Religious Education......Page 341
3. Elements of planning and preparation in Religious Education......Page 345
3.1 Analysis of the didactical field of presuppositions......Page 347
3.2 Consideration of the topic-specific presuppositions......Page 349
3.3 Subject-specific reflection and revision......Page 350
3.4 Didactical-methodological consideration and decision-making......Page 351
3.5 Lesson plan......Page 354
4. Short forms of preparation for teaching......Page 355
For further reading......Page 356
2. Reasons for working with the bible......Page 358
4. Comprehension and interpretation......Page 360
5. Didactics and methodology......Page 361
5.1 Pupils interpret the bible......Page 362
5.2 Bible reception from an empirical point of view......Page 363
5.3 Methods for activating pupils......Page 364
5.4 Ingo Baldermann and Rainer Oberthür: Elementarisation......Page 365
5.5 Horst Klaus Berg: Context model and critical potential......Page 367
5.6 Peter Müller: Keys to the bible......Page 368
5.7 Franz W. Niehl: the bible as (a special form of) literature......Page 369
6.2 Secondary school level: Peter Müller – “If God had a name”......Page 370
For further reading......Page 371
1. Basic considerations......Page 372
2.1 `Child and youth\' theology......Page 375
2.2 Child and youth `theology\'......Page 376
3.1 Elementary approaches to the question of God......Page 377
3.2 Elementary human experiences with the question of God......Page 378
3.3 Elementary truths in the context of the question of God......Page 379
3.4 Elementary theological structures in the question of God......Page 380
3.5 Experiential forms of learning in the context of to the question of God......Page 381
4.1 Primary level......Page 382
For further reading......Page 383
1.2 Background in Religious Education......Page 386
1.3 Conceptions of interreligious learning......Page 388
2.1 The perspective of communication theory......Page 390
2.2 The perspective of the theory of religion......Page 391
3. Access to God in school......Page 392
3.1 The context of the school as a place of learning......Page 393
3.2 Religious Education as a place of learning......Page 396
For further reading......Page 397
Gottfried Adam / Martin Rothgangel: XXVI. What is `good\' Religious Education?......Page 398
1. Societal, religious, and educational context......Page 399
2.1 Dimensions of quality......Page 400
2.2 Normative and empirical aspects......Page 402
3. What is “good education”? – Pedagogical aspects......Page 403
4. What is “good Religious Education” – The perspective of Religious Education......Page 406
4.1 Normative considerations......Page 407
4.2 Practice-oriented empirical research......Page 408
4.3 Matrix on dimensions of quality of good Religious Education......Page 410
4.4 Twelve characteristics of good Religious Education......Page 412
5. … an ongoing process......Page 413
For further reading......Page 414
List of authors......Page 416