The 'World Religions Paradigm' as the Organising Principle of Didactic Action--A Case Study

Autor/inn/en	Bleisch, Petra; Schwab, Ariane
Titel	The 'World Religions Paradigm' as the Organising Principle of Didactic Action--A Case Study
Quelle	In: British Journal of Religious Education, 45 (2023) 2, S.148-161 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2021.1960486
Schlagwörter	Religious Education; Teaching Methods; Natural Sciences; Social Sciences; Lesson Plans; Instructional Materials; History; Educational Theories; Case Studies; Comparative Analysis; Grade 6; Rural Schools; Elementary School Students; Units of Study; Christianity; Islam; Judaism; Buddhism; Religious Cultural Groups + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Lesson planning; Unterrichtsplanung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Geschichte; Geschichtsdarstellung; Educational theory; Theory of education; Bildungstheorie; Case study; Fallstudie; Case Study; School year 06; 6. Schuljahr; Schuljahr 06; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lerneinheit; Christentum; Judaismus; Buddhismus; Kirchliche Gruppe; Religionszugehörigkeit
Abstract	This article shows how discussion of the 'world religions paradigm' in integrated natural and social science teaching affects how religious plurality is handled. A concrete case study is used to illustrate how a teacher designs lessons on world religions. Based on this single case study, the article argues that the use of specific teaching materials, which are shaped according to the world religions paradigm and contain a highly essentialised and ahistorical depiction of religions, contrasts with the more nuanced additions made by the teacher in the oral monologue parts of the lesson. It is shown that the world religions paradigm is subtly and implicitly questioned as well as reproduced by the teacher. The analysis is based on de Certeau's theory of strategies and tactics, which allows for a discussion of teachers' scope of action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01