Inklusive Religionsdidaktik und die Kompetenz des Perspektivenwechsels
Martina Kumlehn
Diese Publikation zitieren
Martina Kumlehn, Inklusive Religionsdidaktik und die Kompetenz des Perspektivenwechsels (2018), Beltz Juventa, 69469 Weinheim, ISSN: 1866-9344, 2018 #01, S.9
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Beschreibung / Abstract
Zusammenfassung: Der Beitrag geht der Frage nach, wie sich Religionsunterricht vor dem Hintergrund der durch die inklusiven Bildungsstrukturen wachsenden Diversität von Lern-ausgangslagen und Haltungen entwickeln kann. Dabei wird die These vertreten, dass eine inklusive Religionsdidaktik nicht als additives Konzept zu begreifen ist, sondern dass Inklusion eine neue Querschnittsdimension religionsdidaktischer Erwägungen in inklusiven Bildungskontexten darstellt, die differenziert zu entfalten ist. Als möglicher Beitrag dazu wird im Folgenden insbesondere eine Didaktik des Perspektivenwechsels dargestellt, die die Ebenen der Lehrenden, Lernenden, Inhalte und Ausdruckskultur umfasst. Neben der Tatsache, dass Sachverhalte inklusionssensibel aus sehr unterschiedlichen Perspektiven erschlossen werden können, betont sie die Notwendigkeit, andere Menschen im Kontext ihrer kulturel-len und individuellen Voraussetzungen wahrzunehmen, zu verstehen und in einen gemeinsamen Austausch zu bringen.
Schlüsselwörter: Inklusive Religionsdidaktik, Perspektivenwechsel, Imaginationsvermögen, Empathie, Fragmentarität, Narrativität, inklusionssensibles, religiöses Lernen
Abstract: The following article explores the question of how religious education can devel-op against the background of the increasing diversity in initial situations of learning and attitudes due to inclusive educational structures. The thesis is that an inclusive religious didactics is not to be understood as an additive concept, but that inclusion represents a new cross-sectional dimension of didactic considerations on religious education in inclusive educational contexts that has to be developed in a differentiated way. As a possible contribution to this, a didactic of changing perspectives is presented below, that covers the levels of teachers, learners, content and culture of expression. In addition to the fact that in sensitivity for inclusion topics can be accessed from very different perspectives, it emphasizes the need to be aware of and understand other people in the context of their cultural and individual preconditions and to initiate a common exchange.
Keywords: inclusive religious didactics, change of perspectives, capacity of imagination, empathy, fragmentarity, narrativity, inclusion-sensitive, religious learning
Schlüsselwörter: Inklusive Religionsdidaktik, Perspektivenwechsel, Imaginationsvermögen, Empathie, Fragmentarität, Narrativität, inklusionssensibles, religiöses Lernen
Abstract: The following article explores the question of how religious education can devel-op against the background of the increasing diversity in initial situations of learning and attitudes due to inclusive educational structures. The thesis is that an inclusive religious didactics is not to be understood as an additive concept, but that inclusion represents a new cross-sectional dimension of didactic considerations on religious education in inclusive educational contexts that has to be developed in a differentiated way. As a possible contribution to this, a didactic of changing perspectives is presented below, that covers the levels of teachers, learners, content and culture of expression. In addition to the fact that in sensitivity for inclusion topics can be accessed from very different perspectives, it emphasizes the need to be aware of and understand other people in the context of their cultural and individual preconditions and to initiate a common exchange.
Keywords: inclusive religious didactics, change of perspectives, capacity of imagination, empathy, fragmentarity, narrativity, inclusion-sensitive, religious learning