RT Article
T1 “I Learnt Much About…” the Impact of Cooperative Interreligious Education
JF Religions
VO 15
IS 11
A1 Danner, Sonja 20./21. Jh.
A1 Akpinar, Halid
A2 Akpinar, Halid
LA English
YR 2024
UL https://ixtheo.de/Record/190740323X
AB Population growth in Austria means that school classes—including those in apprenticeship training—are no longer homogeneous. Apprentices, too, often come from different cultural backgrounds and therefore belong to different religions and worldviews, which makes the classes “multi” in every respect. This can lead to encounters in their everyday working life that are not always smooth because they are accompanied by prejudices and misunderstandings. Can cooperative religious education based on didactics of facilitation and TCI help to gain new insights into religions/worldviews and thus reinforce social cohesion? It has been shown that cooperative religious education gives pupils an insight into religious communities to which they themselves do not belong but does not give much concrete knowledge. It creates an awareness of being different without devaluation and the importance of dialogue that leads to a better mutual understanding and consequently to an awareness of one’s own prejudices and judgements towards others. It cannot be said that the attitudes towards religions/denominations/worldviews that were foreign to the pupils have changed with KORU but effects on social interaction are recognisable. The evaluation according to Philipp Mayring (content analysis) was carried out using a triangulation of data: Observation of religious education lessons, lesson preparations and interviews with the participating teachers and two group interviews with students and their written reflections.
K1 effects on social interaction
K1 cooperative religious education
K1 interreligious encounter learning
DO 10.3390/rel15111339