Réflexions didactiques au sujet de l'enseignement sur les religions au sein d'une société plurireligieuse
Religious studies are taught in a multireligious society. Based on research findings, this article problematises the handling of knowledge in relation to religions in the educational context. It first describes religious diversity at the "individual", "institutional" and "di...
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Französisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
[2019]
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| In: |
Zeitschrift für Religionskunde
Jahr: 2019, Band: 7, Seiten: 33-44 |
| normierte Schlagwort(-folgen): | B
Religionspädagogik
/ Didaktik
/ Multikulturelle Gesellschaft
/ Interreligiöser Dialog
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| IxTheo Notationen: | AH Religionspädagogik AX Interreligiöse Beziehungen |
| weitere Schlagwörter: | B
Unterrichtsstrategien
B Religionsplurale Gesellschaft B Weltreligionen B Essentialisierung |
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Volltext (kostenfrei) |
| Zusammenfassung: | Religious studies are taught in a multireligious society. Based on research findings, this article problematises the handling of knowledge in relation to religions in the educational context. It first describes religious diversity at the "individual", "institutional" and "discursive" levels and argues that the differentiating processes at the discursive level essentialise, hierarchise and evaluate religious traditions. This is at odds with one of the central aims of education, which is developing a respectful approach to religious expressions. In order for students as social actors to orient and conduct themselves respectfully in a multireligious society, state schools must develop a critical approach to public discourses. The article then discusses didactic strategies for religious education which can counteract the differentiation processes described at the discursive level. |
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| ISSN: | 2297-6469 |
| Enthält: | Enthalten in: Zeitschrift für Religionskunde
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| Persistent identifiers: | DOI: 10.26034/fr.zfrk.2019.068 |
