Vom Zauber der Schriftauslegung: Ein hochschuldidaktischer Blick auf Exegese

This contribution deals with the relation of exegesis and teaching strategies. It works from the observation that recipients initially come with an enthusiasm for biblical texts and are eager to learn more, but their enthusiasm fades when they are confronted with the standard exegetical methods that...

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Bibliographic Details
Published in:Forum Exegese und Hochschuldidaktik: Verstehen von Anfang an
Main Author: Hübenthal, Sandra 1975-
Format: Electronic Article
Language:German
Check availability: HBZ Gateway
Published: Narr Francke Attempto Verlag GmbH + Co. KG [2016]
In:Forum Exegese und Hochschuldidaktik: Verstehen von Anfang an
Year: 2016, Volume: 1, Issue: 1, Pages: 19-38
Standardized Subjects / Keyword chains:B University didactics / Exegesis / Professor / Vetus Latina
Online Access: Volltext (lizenzpflichtig)
Description
Summary:This contribution deals with the relation of exegesis and teaching strategies. It works from the observation that recipients initially come with an enthusiasm for biblical texts and are eager to learn more, but their enthusiasm fades when they are confronted with the standard exegetical methods that render exegesis to be some kind of secret science which is, on top, far from their actual life and faith. Standard secondary sources seem to be of little help either, for they often discuss all kinds of methodological and research questions instead of dealing with the text itself. This kind of frustration re-appears when these students become teachers: they tend to pass on their frustration to their learning groups. University teachers should, however, dedicate their time and energy to the search for strategies to overcome this frustration and re-kindle the joy of discovery in their students. Little changes like the reading of a whole biblical book instead of a pericope can lead to surprising discoveries and deeper understanding. Competence-oriented exegesis in the times of Bologna further needs more reflection on learning outcomes on part of the teachers. They need to overcome unrealistic aims and excessive expectations as well as realize that they might still be learners when it comes to passing on their knowledge. The contribution mentions strategies for modelling courses and closes with an outlook on the development of exegetical and didactical competence.
Contains:Enthalten in: Forum Exegese und Hochschuldidaktik: Verstehen von Anfang an