Paradies inklusiv(e)
Die Sündenfallgeschichte (Genesis 3) im inklusiven Religionsunterricht der Sekundarstufe 1
Stefan Andersson
Diese Publikation zitieren
Stefan Andersson, Paradies inklusiv(e) (2018), Beltz Juventa, 69469 Weinheim, ISSN: 1866-9344, 2018 #01, S.32
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Beschreibung / Abstract
Zusammenfassung: Dieser praxisorientierte Beitrag veranschaulicht anhand einer biblischen Erzählung aus Genesis 3, wie ein Unterrichtsthema für eine Lerngruppe im inklusiven Religionsunterricht (RU) aufbereitet werden kann. Anhand des didaktischen Modells der "symbolorientierten Elementarisierung" wird dargestellt, wie Unterrichtsangebote für ein breites Spektrum an Lernwegen strukturiert und fachdidaktisch fundiert entwickelt werden. Dabei erscheint der inklusive Unterricht nicht nur als Anwendungsfeld der Religionspädagogik, sondern aus der Praxis heraus erwachsen auch theologisch relevante Rückfragen in Hinsicht auf die Kommunikation religiöser Inhalte und auf basale Glaubensaussagen.
Schlüsselwörter: Religionsunterricht, Inklusion, Elementarisierung, Bibelgeschichten, religiöse Symbole, Aneignungsformen, gemeinsamer Lerngegenstand, Sonderpädagogik, sonderpädagogische Förderung, Differenzierung, Kooperationsformen
Abstract: This article provides an introduction to basic aspects of inclusive religious education and its practical issues. With a practitioner´s view in mind, the author illustrates the implementation of a biblical story (from Genesis 3) for religious instruction in a learning group including students with disabilities. Focusing on the didactical concept of a socalled "symbol-oriented elementarisation", the way of deriving a teaching unit from a theoretical framework is being exemplified. By means of this core concept of inclusive religious education, teachers are able to develop appropriate contents and teaching methods in a structured manner, meeting a wide range of learning prerequisites and educational standards as well. However, inclusive religious education does not appear to be a mere application of inclusive religious pedagogics, but in turn reflects on fundamental theological issues, for example the desideratum of a "basal theology" addressing many different ways of communicating religious belief.
Keywords: religious instruction, inclusion, elementarisation, biblical stories, religious symbols, prerequisites of religious learning, common learning topic, special education, special education support, differentiated instruction, cooperative instructional arrangements
Schlüsselwörter: Religionsunterricht, Inklusion, Elementarisierung, Bibelgeschichten, religiöse Symbole, Aneignungsformen, gemeinsamer Lerngegenstand, Sonderpädagogik, sonderpädagogische Förderung, Differenzierung, Kooperationsformen
Abstract: This article provides an introduction to basic aspects of inclusive religious education and its practical issues. With a practitioner´s view in mind, the author illustrates the implementation of a biblical story (from Genesis 3) for religious instruction in a learning group including students with disabilities. Focusing on the didactical concept of a socalled "symbol-oriented elementarisation", the way of deriving a teaching unit from a theoretical framework is being exemplified. By means of this core concept of inclusive religious education, teachers are able to develop appropriate contents and teaching methods in a structured manner, meeting a wide range of learning prerequisites and educational standards as well. However, inclusive religious education does not appear to be a mere application of inclusive religious pedagogics, but in turn reflects on fundamental theological issues, for example the desideratum of a "basal theology" addressing many different ways of communicating religious belief.
Keywords: religious instruction, inclusion, elementarisation, biblical stories, religious symbols, prerequisites of religious learning, common learning topic, special education, special education support, differentiated instruction, cooperative instructional arrangements