Friedrich Schweitzer Livres

Friedrich Schweitzer's exploration of postmodernism uniquely intersects with religious education and practical theology, presenting the postmodern life cycle as a theological concern. His analysis incorporates both European and North American perspectives, critiquing religious imagery, education, and pastoral theology amid contemporary diversity. Notably, Schweitzer aims to reach a wide audience, making his insights accessible and relevant. This work exemplifies public theology, enriching discussions in postmodern contexts for educators and scholars alike.

This book is about international knowledge transfer in religious education as an academic discipline; at the same time, though, it is related to the school subject of RE. Its aim is to strengthen the awareness of the need for international cooperation in the field of religious education in general and especially for clarifying the role of knowledge in this kind of cooperation. The contributions discuss a number of issues, among others related to the validity and transferability of knowledge in religious education. Thus, the book takes up a topic which so far has remained implicit and therefore also untreated. This approach implies a whole spectrum of new methodological and epistemological problems. Some crucial questions that are discussed in the chapters from different national contexts - How can the national and the international context be productively connected to each other? - Which concept or understanding of >internationalknowledgetransfer< mean in this context? The scope of the book is an invitation to other colleagues to take part in and to continue the discussion.

The traditional focus on Religious Education at school can no longer be the only guiding principle for religious education research if this research is to do justice to the reality of religious education in general. The awareness of the meaning and scope of education outside of school has clearly grown. However, systematic research on non-formal religious education still remains rare, especially on an international level. It is the intention of this volume to strengthen the awareness of educational Settings outside of school by bringing together research results and research perspectives from different European countries and by discussing the question what non-formal education means in terms of religious education. The book includes presentations on specific research projects carried out by the authors themselves as well as summary accounts of the pertinent research from different countries. The chapters take up general questions of researching non-formal religious education as well as specific references to different programs such as youth work, Sunday School, kindergarten, confirmation work.

This is the first international collection on practical theology as a discipline. It reflects a remarkable new interest in contributions from other countries and other parts of the world. Internationalization, globalization, new challenges for Christianity and religion in general - between secularization, pluralization, and privatization - require international perspectives in practical theology. The present volume brings together contributions from various European countries, from the US and Canada as well as from Africa and Asia, combining a wide range of foundational, theoretical, methodological, and experiential perspectives.

Die zunehmend kulturell und religiös plurale Gesellschaft erfordert schon früh eine Erziehung und Bildung, die diese Pluralität nicht ausgrenzt. Kinder brauchen eine pädagogische Begleitung, die beides ist, kulturell und religiös sensibel. Die Vermittlung von interreligiöser und interkultureller Kompetenz stellt deshalb einen immer wichtiger werdenden Bestandteil auch in der Ausbildung für den Elementarbereich dar. Erzieherinnen und Erzieher sollen pädagogisch kompetent mit interreligiösen und interkulturellen Inhalten, Situationen und Fragestellungen umgehen sowie entsprechende Werthaltungen erklären und bei den Kindern unterstützen können. Wird diese Kompetenz während der Ausbildung schon ausreichend vermittelt? Fühlen sich Erzieherinnen und Erzieher kompetent für die religionspädagogische Arbeit mit Kindern? Der Band greift diese Fragen auf, bietet neue Befunde und ermöglicht einen Diskurs im Blick auf Theorie und Praxis aus interdisziplinärer und internationaler Perspektive. Die Beiträge kommen aus der Praxis und Theorie der Ausbildung, aus Deutschland, Dänemark, Finnland, Norwegen und Österreich, aus christlicher, jüdischer und islamischer Religionspädagogik.

This book brings together two topics which have both been of increasing interest in different countries. The first refers to the quality of Religious Education as a school Subject (RE) in general, the second is about the education of teachers of RE and its possible contribution to better quality RE. There have been many public, and often controversial, debates concerning both of these topics. The chapters contained in this volume, however, are not meant to continue such debates (even if it is inevitable that they will contribute to these debates as well), but to make use of research, especially research on teacher education in the field of RE, in order to provide insights based not just on political or personal opinions, but on rigorous academic scholarship.

The question of how research on structures and outcomes in Religious Education can be carried out successfully is of current interest in many countries. Next to the more traditional historical, analytical and, more recently, international comparative approaches, empirical research in religious education has been able to establish itself as a major approach to this field. Moreover, the contemporary discussion about comparative evaluation in schools has raised a number of questions which also refer to Religious Education. What competences can pupils acquire in this subject? Does Religious Education really support the acquisition and development of the competences aspired? Are there differences in this respect between different forms of Religious Education or between different approaches to teaching? With contributions from eight European countries, the volume brings together approaches and research experiences that try to follow this lead by offering new and empirically based perspectives for the future improvement of teaching and learning in this school subject. Whoever is interested in improving the practice of Religious Education then, will not be able to bypass the question of researching processes and outcomes - an insight which also refers to a small but growing number of studies in this field which can be identified in several countries.

Der Religionsunterricht steht heute vor besonderen Herausforderungen. Wie kann er mit seinen Inhalten die Kinder und Jugendlichen so erreichen, dass es zu gelingenden, lebensbedeutsamen Lernprozessen kommt? Das inzwischen weithin bewahrte Elementarisierungsmodell bietet dafur entscheidende Hilfen fur die Praxis. In diesem Band wird dieses religionsdidaktische Modell auf dem neuesten Stand vorgestellt. Neben einer knappen theoretischen Einfuhrung als Uberblick stehen im Zentrum zentrale Themen des Religionsunterrichts, die in Beispielen aufgenommen und praktisch entfaltet werden. Dabei werden aktuelle Befunde aus der Kinder- und Jugendforschung aufgenommen und Verbindungen zur empirischen Unterrichtsforschung hergestellt. Elementarisierung wird kompetenztheoretisch so ausgelegt, dass elementarisierender Unterricht als Weg zum Kompetenzerwerb genutzt werden kann. Religionslehrkraften wird hier ein Leitfaden angeboten, mit dem die Fahigkeit erworben werden kann, Religionsunterricht nach dem Elementarisierungsmodell vorzubereiten.