Dealing with Religious Heterogenity in Confessional Religious Edcuation. A Triangulative Study on the Status Quo of Religious Education at State Schools

处理认信宗教教育中的宗教异质性。

• 批准号: 401439582
• 负责人: Professor Dr. Reinhold Boschki
• 金额: --
• 依托单位: Lehrstuhl für Religionspädagogik, Kerygmatik und Kirchliche Erwachsenenbildung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/401439582?language=en
• 关键词: Dealing; Religious; Heterogenity; Confessional; Edcuation.

Religious plurality and the upcoming presence of religious truth claims in public life put the handling of religious heterogenity on the agenda of religious education at state schools. The project addresses how confessional religious education addresses religious heterogenity on the basis of qualitative interviews with teachers of this subject (N = 24) and the analysis of videotaped lessons of religious education (N = 48). The sample will be drawn from vocational training as well as from state schools, because both settings differ characteristically in both the didactics and the heterogeneity inside the groups of learners. To analyse the data the project will conduct Dokumentarische Methode (interviews) and Video Analysis (lessons). These data will be triangulated according to content-related criteria. The findings of the project are of theoretical as well as of practical importance. In theoretical perspective the findings contribute to a better understanding of how religious heterogeneity is dealt with in planning and moderating religious education. Relevant discourses may be supported, reviewed, brought forward by these findings. In practical perspective the findings enable an improvement of recent teacher training by providing examples of best practice and critical indicents.

宗教多元化和即将在公共生活中出现的宗教真理主张，使处理宗教异质性问题提上了公立学校宗教教育的议程。该项目探讨了忏悔宗教教育如何根据对这一主题教师的定性访谈(N=24)和对宗教教育录像课程的分析(N=48)来解决宗教异质性问题。样本将来自职业培训和公立学校，因为这两种环境在教学方法和学习者群体内部的异质性方面都有不同的特点。为了分析数据，该项目将采用Dokumentarische方法(访谈)和视频分析(课程)。这些数据将根据内容相关标准进行三角划分。该项目的研究结果具有重要的理论意义和实践意义。从理论的角度来看，这些发现有助于更好地理解如何在规划和协调宗教教育时处理宗教异质性。这些发现可能会支持、回顾和提出相关的论述。从实践的角度来看，调查结果提供了最佳做法和关键指标的例子，从而能够改进最近的教师培训。