Mit Geschichte leben: Religionspädagogische Impulse für den Umgang mit Geschichte und Erinnerung im Religionsunterricht
Even if neglect of Church History in Religious Education is widely criticised and complaints are heard about a lack of historical consciousness, pupils - female and male - are often found to be quite open to history and church history. The challenge today consists in helping them to deal with their...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | German |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Vandenhoeck & Ruprecht
2009
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| In: |
Kirchliche Zeitgeschichte
Year: 2009, Volume: 22, Issue: 1, Pages: 308-327 |
| Online Access: |
Volltext (JSTOR) Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Parallel Edition: | Non-electronic
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| 520 | |a Even if neglect of Church History in Religious Education is widely criticised and complaints are heard about a lack of historical consciousness, pupils - female and male - are often found to be quite open to history and church history. The challenge today consists in helping them to deal with their knowledge of history, to create a relationship, or life, with history in a way that makes sense and is actually responsible. For this purpose the Jewish-Christian tradition offers valuable resources. Based on the Jewish-Christian tradition, and in discourse with the philosophy of history, this article argues for the development of forms of remembrance which encourage the perspective of hope with pupils. Such an attitude of remembrance, or memory, need not merge into a vision that history represents progress. Instead it should explore the depths and ambivalences which are so often found at the heart of all historical tragedies and integrate what has passed into a new vision of a better society. For the work of memory is always one which faces life itself and the future at large, yielding ethical impulses for the present day. It is particularly in religious education that pupils can be enabled to 'discourse and act' on behalf of history, and can be given the opportunity to remember and question, grow and hope. | ||
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