Youth Theology in everyday-practice R.E. lessons (church and school)A reconstructive study concerning the relation between norms of Youth Theology and the normativity of R.E. lessons in everyday practice

在过去的几年里，青年神学项目已经建立起来。它在教会（坚信班）和学校（这里是语法学校和综合学校的7年级和8年级）日常教育中的适用性仍有待证实。该项目通过关注青年神学规范如何与教会和学校日常课程中可以观察到的规范相关联的问题来关注这方面。项目从两个角度解读课堂录制的视频或音频文件：一方面从青年神学的角度出发，以青年神学的规范为框架，追问良好的宗教教育；另一方面，从一个角度分析了称呼行为。后者搁置了良好宗教教育的问题，并试图重建隐藏在日常教学实践中的规则和规范。实践在这里被定义为规范的行为形式。通常被视为错失机会的情况，通常被解释为教师专业水平的不足，从关注解决问题的角度来看，可以被描述为结构性问题。这个项目达到了三个目的：首先，它评估了教会和学校背景下青年神学的数量。其次，它描述了在这两种情况下用于处理宗教教育的规范行为形式，旨在展示宗教教育课程的一些隐含结构。在此过程中，它比较了教会和学校教学的教学风格。第三，描述了青年神学规范与学校实践规范之间可能发生的冲突，从而为修正和解决这些问题提供了依据。因此，该项目可以被视为回答青年神学的实用性问题的经验，重建的贡献，区分教会和学校背景。因此，它可以定位在诡辩导向的研究领域，侧重于规范。这是通过将教学规范应用于课程（自上而下）和重建教学实践的规范性（自下而上）来实现的，并最终在程序化规范和重建规范之间建立批判性对话。因此，青年神学可以改变教育实践，但对教学实践的重建观点也可以批判性地解决青年神学的规范问题。

Over the last couple of years, the program of youth theology has become established. Its suitability for ecclesiastical (confirmation classes) and school (here: classes 7 and 8 at grammar and comprehensive schools) every-day education still needs to be proven though. The project looks at this aspect by focussing on the question of how the norms of youth theology are related to the norms which can be observed during ecclesiastical and school every-day classes. The project interprets recorded video or audio files of classes from two perspectives: on the one hand from the perspective of youth theology which asks about good religious education by applying the norms of youth theology as a frame; on the other hand from a perspective which analyses acts of addressing. The latter suspends the question of good religious education and tries to reconstruct the rules and norms hidden in every-day teaching practices. Practices are here defined as regulated forms of behaviour. Situations which are often regarded as missed opportunities and are usually explained with a deficiency in the teacher’s professionalism, can, from a perspective focussing on addressing, be described as structural problems. This project achieves three things: Firstly, it evaluates the amount of youth theology in ecclesiastical and school contexts. Secondly, it describes regulated forms of behaviour which are being used to handle religious education in the two contexts and aims at showing some implicit structures of religious education classes. In doing so, it compares teaching styles in ecclesiastical and school teaching. Thirdly, it depicts possible conflicts that may occur between the norms of youth theology and the normativity of school practices, therefore yielding a basis for revising and solving these problems. The project can therefore be considered as an empirical, reconstructive contribution to answering the question of youth theology’s practicability, differentiating between ecclesiastical and school contexts. It can therefore be located within the field of casuistically-oriented research which focuses on norms. This is done by applying didactical norms to lessons (top-down) and by reconstructing the normativity of teaching practices (bottom-up) and finally creating a critical dialogue between the programmatical and reconstructed norms. Youth theology can therefore change educational practices, but a reconstructive view on teaching practices can also critically address the norms of youth theology.