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Interreligiöses Lernen in England

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Präsentation, Judentum, Christentum, Islam

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Interreligiöses Lernen in England

  1. 1. Interreligiöses Lernen in England Referat von Anna Keller 13.07.2010 Im Rahmen der Veranstaltung „Judentum – Christentum – Islam. Interreligiöses Lernen“ (SS 2010) Dr. Andreas Benk
  2. 2. Gliederung 1. „Eigener“ Standort: Konzepte in Deutschland 1.1 Allgemeine Situation, aktuelle Anliegen 1.2 Johannes Lähnemann: Das Projekt Weltethos und RU 1.3 Wolfram Weiße: Dialogischer RU 2. Einen Schritt weiter? - Konzepte in England 2.1 Allgemeine Situation, aktuelle Anliegen 2.2 John Hull: Gift Approach 2.3 Robert Jackson: Interpretative Approach 3. Entwicklungen & Ausblick 3.1 Lernen von den Engländern? 3.2 Projekte 4. Quellen
  3. 3. 1. „Eigener“ Standort: Konzepte in Deutschland 1.1 Allgemeine Situation, aktuelle Anliegen • Überwiegend konfessionell getrennter RU • RU ordentliches Lehrfach, stattl. Aufsicht, in Übereinstimmung mit den Grundsätzen der Religionsgemeinschaften (GG Art. 7 Abs. 3) • Interreligiöses Lernen aus Außenperspektive (Lernen über Religionen)
  4. 4. Aktuelle Fragen: • Wie kann auch anderen Konfessionen RU zugestanden werden?  Islamischer RU? • Wie kann gemeinsames Lernen aller auch auf religiösem Gebiet ermöglicht werden?  „Interfaith“ – Unterricht  Bestehende Modelle nur Lösungsansätze  Probleme hauptsächlich institutioneller Art
  5. 5. 1.2 Johannes Lähnemann: Das Projekt Weltethos und RU • Kein Frieden, kein Dialog, keine Grundlagenarbeit zwischen den Religionen ohne erzieherische Bemühung. • Konfessionsbezogener u. konfessions-kooperativer RU • Fächerübergreifendes, aufbauendes Lernen 1.3 Wolfram Weiße: Dialogischer RU • Gemeinsamer RU für alle • Dialog und Kommunikation als Methode und Prinzip • Soziale Funktion • Graswurzeldialog
  6. 6. 2. Einen Schritt weiter? – Konzepte in England • Ausgangspunkt: multikulturelle, plural. Gesellschaft • Gesetzlicher Rahmen für RE: Schulgesetz 1870: Es dürfen in Schulen keine Katechismen oder religiöse Formen gelehrt werden, die speziell zu einem bestimmten Bekenntnis gehören. - RE bekenntnisneutral, Pflichtfach für alle - täglicher gemeinsamer Gottesdienst - Lehrpläne für RE lokal von Lehrern, Religions- gemeinschaften u. Politikern erstellt 1.1 Allgemeine Situation, aktuelle Anliegen
  7. 7. Anliegen des Fachs RE: • Interesse der SuS an Fragen zu Glauben und Werten wecken • Den SuS ermöglichen, Einblicke zu bekommen, Erfahrungen zu machen und Respekt zu entwickeln bezüglich anderer Religionen • Die SuS ermutigen, diese Einblicke auf ihr eigenes Leben zu beziehen u. zu reflektieren
  8. 8. 2.2 John Hull: Gift Approach • Numina (religiöse Objekte) im Zentrum des Unterrichts  Begegnung mit Numen löst bei Kindern Reaktion, Neugier, Betroffenheit aus  innerer Prozess/ persönlicher Gewinn als Geschenk für das Kind Unterrichtsstruktur: 1. Begegnung 2. Erkundung 3. Kontextualisierung 4. Reflexion Nähe Distanz
  9. 9. • Lehrpersonen neutral, authentische Begegnung durch SuS oder Externe • Möglichkeit für Religionskritik und –dialog • Christliche Theologie nur ein Beitrag neben vielen • Gottesbild: Schöpfer, der sich an Entdeckungen freut, der an menschlichem Lernen teil hat
  10. 10. Wissen und Verstehen von Religionen fördern  Respekt zw. Menschen verschiedener Traditionen  Diskriminierung/Intoleranz entgegenwirken 2.3 Robert Jackson: Interpretative Approach Materialien orientieren sich an einzelnen realen Kindern und Jugendlichen, erfahrungsnahen Schlüsselbegriffen Pädagogische Schlüsselprinzipien: • Darstellung • Interpretation • Reflexion
  11. 11. • Nicht eigene Identität in Frage stellen, sondern Horizont erweitern • Vom Eigenen aus das Fremde verstehen • Dialogischer Ansatz  wichtige Methoden: Klassengespräch, E-Mail-Kontakte, Besuche machen, Gäste empfangen • Gefördert wird: - Akzeptanz von Verschiedenheiten u. Veränderung - Bereitschaft vom Anderen zu lernen - verbale Interaktion zw. Kindern
  12. 12. 3. Entwicklungen & Ausblick Probleme/Bedenken in Deutschland: • Entwicklung von Identität in nicht-konfessioneller Erziehung • Motivation, sich mit religiösen Themen zu befassen • Philosophische und pädagogische Begründungszusammenhänge 3.1 Lernen von den Engländern?
  13. 13. J. Hull über deutschen RU: „[...] ist so stark von den Belangen der Schüler beeinflusst und hat so kraftvolle psychologische und soziologische Interessen, dass der Sinn, warum noch immer an dem auf dem jeweiligen Glauben basierenden, konfessionellen Modell festgehalten wird, ein wenig verloren geht.“ • Anregungen für die Diskussion in Deutschland • Bildungspolitik und historische Entwicklung von Bedeutung
  14. 14. 3.2 Projekte 1. Unterrichtsprojekt Weltethos: Gerufen werden und Rufen • Unterrichtsprojekt in Grundschulklasse in Ingelheim zum Thema „Christen und Muslime“ • Praktische Umsetzung der Erklärung zum Weltethos • Konkrete Begegnung  Kinder mit anderer Religion und ihre Eltern erzählen, gestalten Unterricht  Besuche vor Ort  Gemeinsames Abschlussfest
  15. 15. 2. E-Mail Inter Faith Dialog • Partnerschaft zw. zwei Grundschulen aus Leicester mit unterschiedlichem Einzugsgebiet • Kinder führen E-Mail Partnerschaften • Es geht um individuellen Standpunkt, kein Austausch von Lehrinhalten • Kommunikationsregeln • Treffen beider Gruppen
  16. 16. 3. Moat Community College und St Pauls Catholic School in Leicester • Schulpartnerschaft, Auswahl von SuS treffen sich regelmäßig • Kennenlernen: Dokumentieren des Alltags mittels Fotos • Weitere Projekttage unterschiedlich ausgestaltet • Gemeinsames Arbeiten u. gemeinsamer Unterricht • Abschließender gemeinsamer Abend mit Präsentationen der einzelnen Projekte
  17. 17. 4. Quellen • Dehnen, Beate (2007): Herausforderung im Antlitz der Anderen. Eine vergleichende Studie verschiedener Religionen und religiöser Erziehung in Deutschland und England. • Noormann, H./Becker, U./Trocholepczy, B. (Hrsg.)(2007): Ökumenisches Arbeitsbuch Religionspädagogik. Dritte aktualisierte und erweiterte Auflage. Stuttgart: Kohlhammer • Jackson, R./Miedema, S./Weisse W./Willaime, J.-P.(Hrsg.)(2007): Religion and Education in Europe. Developments, Contexts and Debates. Volume 3. Münster/New York/München/Berlin: Waxmann

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