In recent years, constructivist positions have gained considerable influence on pedagogical thinking in general and religious education theory and practice in particular. The basic argument comes down to the question how learning happens. From a constructivist perspective, learning has to be understood as an active social process of creating individually viable meaning through the experience of difference. Current practice of RE seems to be widely shaped by a kind of pragmatic constructivism. The paper first describes and critically evaluates three of its basic options, which redefine the role of the learner, the instructor and the subject matter in religious learning processes. Secondly, a search for blind spots of constructivist practice is carried out considering works of the French philosopher and sociologist Bruno Latour. The key point is not to underestimate the 'share of things' in every learnirig process however self-constructive learning may be.

Enthalten in:
Zeitschrift für Pädagogik und Theologie; 2014/4 der Evangelische Erzieher (2014)

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Serie / Reihe: Zeitschrift für Pädagogik und Theologie

Personen: Altmeyer, Stefan

Schlagwörter: Religionsdidaktik Religiöses Lernen Lerntheorie Konstruktivismus Latour, Bruno