The process of discovering and discussing questions of vital importance with students forms a central concern of Religious Education. Existential as well as ultimate questions often derive from interreligious issues which may be quite different from the student's personal religious background. In this case, the hermeneutical gap between one's own tradition and the foreign one needs to be considered more broadly. Didactic devices may help in remaining conscious of this gap: (1) Methodological clues provided by the material itself can indicate the remaining differences. (2) Being reported by peers from other religions, experiences can also provoke individual questions grounded in the adolescents' lives - and indicate differences at the same time. (3) The creation of materials should be integrated in interreligious dialogues to ensure that all questions regarding materials form part of living communication between religions and are included in a hermeneutical process.

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: Meyer, Karlo

Schlagwörter: Medien Interreligiöses Lernen Unterrichtsmittel Konfessioneller Religionsunterricht Fremdheit