Freiburg This Hamburg model desirably should not be blocked by religious partial interest and should find support as well in other German federal states. JuniAkademischer Arbeitskreis der St. For example, creeds, confessions of faith or religious speech are only partly apt to be discussed. This, first of all, pleads in principle for religion's being an educational concern at school. Furthermore, the crucial aspect of school reform is considered - not only mere imparting of knowledge is emphasized, but also "soft skills" as e. Religious ideas being introduced as expressions of fundamental anthropological questions, the consequences of their values and conduct can be illuminated and the way from the plurality of voices towards a dialogue of religions and values can be paved - even if it may be a simulated dialogue for the time being.
Individualisierung und Pluralisierung von Religion in der Gesellschaft. Which is the adequate way to realize school's task of general education referring to. Professorin für Religions- und Kirchensoziologie an der Friendship and Ethnicity in Tanzanian Schools (, Universität Leipzig); Anja Frank.
Reviews International Journal of Practical Theology
Replik zu Pollack/Pickel: Individualisierung und religiöser Wandel in. Konversion: Pluralisierung, Krise, Remoralisierung, in: Allmerdinger. gungen der Pluralisierung und der De-Säkularisierung in Bildungsmedien ver .
Video: Individualisierung und pluralisierung religion in schools “Teaching Religion” vs "Teaching About Religion" in Public School
Vielfalt, national gedachten Religionen bis hin zu individualisierten religiösen . mit dem Titel The Function of the Public Schools in Dealing with Religion, dass.
How can we avoid to ignore or to flatten religious or philosophical orientation and differences, and at the same time ensure to consider the fact that theoretical and practical ethics need not necessarily be founded on an ultimate religious basis?
Claiming this in the discussion either reveals being unaware or being guided by interest, against one's better judgement. This, first of all, pleads in principle for religion's being an educational concern at school. Both approaches are sharing the conviction that the religious dimension within society and within personal biographies must not be left out of consideration if school wants to observe its educational task not only in a reduced manner.
Alphabetische Liste Departement of Cultural Studies, University of Bremen
The concept of a "Religious Education for All" is trying to make full use of the potential of article no. Situation und Zukunft des Religionsunterrichts. Freiburg
How we The international research project REDCo (Religion in Education. auf Säkularisierung, Individualisierung und Pluralisierung von Kulturen versteht, and currently being offered as a school subject in the German states of Berlin the dimension of crisis – highly relevant in religious concepts of meaning – is.
The 'rock' is the unexpected resurgence of religion which can vary.
And what is the impact of globalised religion upon religious education in schools? der Individualisierung und Pluralisierung hat dem nochmals einen.
This question, however, is different from an allegation which is politically motivated in order to adopt confessional Religious Education to Brandenburg and doesn't recoil from denouncing LER teachers because of their GDR biography. Religion as an object of argument requires the chance to keep distance from the issue of this argument.
Comparative Religion is describing descriptively and comparativelysimilar to ethnology14, religion as a subject, its ideas, rituals and values. Peter Bloth and Prof.
Thus pupils are to be enabled to realize the ambivalences within every religion and its traditions and to learn to distinguish where these are liberating human beings and where they are misused in an oppressive way. Freiburg
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|Both are quite well elaborated and experienced, both are developing future oriented perspectives by different approaches.
Jesus - der Mann aus Nazareth und seine Zeit.
Peter Bloth and Prof. Religionsunterricht, Islam, LER. Our travel through the main issues of the relevant discussion2 has resulted in the following picture: Traditional denominational Religious Education in Germany turns out to be an anachronism; its crisis cannot be managed by mere didactical modernization.
The situation in Brandenburg, getting more multireligious, and having growing numbers of non-religious persons, is partly similar to large areas of West Germany, at least within the big cities.