bluuebunny/crossref_metadata_2025_split huggingface dataset:
Nach der Reform ist vor der Reform: ‚Audimaxismus‘ in Österreich
Authors: Rothgangel Martin 
Published: June 2016

Abstract
This article describes the different institution, structures, and courses of study for the training of religion teachers in Austria. It makes reference to the lively debates there and analyses open questions and unresolved problems that are connected to the most recent reform efforts. Special attention is given to the meaning of BA-/MA-models. Moreover, the author draws attention to important differences between models for teacher training based on the Bologna agreements in Austria and Germany.
Reform der Lehrerbildung und Religionslehrerbildung
Authors: Cramer Colin 
Published: June 2016

Abstract
Based on a comparison between the general educational and the subject-specific discussion on the training of (religion) teachers this article describes potentials and limitations of a subject-specific perspective on teacher training. The discussion on subject-related content and didactics depends on the culture of the subject. It should be more open for the educational discussion in the future. The subject-related discourse should not fall behind the general discourse, for example, in respect of using empirical evidence.
Die Ausbildung von Religionslehrkräften: Große Vielfalt, fehlender Mainstream, kaum Koordination – und der Vorschlag für eine professionstheoretische Vergewisserung
Authors: Grunder Hans-Ulrich 
Published: June 2016

Abstract
This article offers a review of the seven other articles in this issue, observing a manifold and multilayered, even disparate and uncoordinated and therefore professionally disquieting mixture of approaches, models, possible implementations and realized settings for the training of (religion) teachers in Germany, Austria and Switzerland. Against this backdrop, the author suggests a model of his own concerning the relationship between different locations, shapes and contents in the training of future (religion) teachers, thus hoping to attain more coherence and a stronger focus on core issues of professional development.
Sensibilisieren, vor Augen führen und plausibilisieren
Authors: Domsgen Michael 
Published: June 2016

Abstract
With the increase of non-denominational pupils, the insight into how knowledge is conditioned by the social and local context gains significance for religious education. The following article examines the interaction of teaching/taught players within the classroom setting of religious education. The fundamental didactic responsibility is to sensitize pupils for religious interpretations and -lifestyle and to mark its plausibility beside a natural-scientific worldview which is common sense. According to the article this may be reached by creating possibilities and settings within the lessons allowing the pupils to be in contact with authentic representatives and by addressing essential issues concerning their life. Finally, the author expounds the prospects of the empowerment-concept within classroom settings and formulates a standard of religious education saying religious education has to enable the development of personality in its social context.
Begegnungsmöglichkeiten schaffen – Der Konfessionsbezug des evangelischen. Religionsunterrichts in einem mehrheitlich konfessionslosen Kontext
Authors: Lütze Frank M. 
Published: June 2016

Abstract
Protestant religious education is aimed primarily at protestant pupils, but is also open to non-denominational children. New challenges arise, if, as in some instances in eastern Germany, the majority of pupils in religious education are non-denominational - a situation, in which some traditional contents of protestant religious education may cause severe misunderstandings. The article argues, therefore, that protestant religious education should be based not only on a denominational teacher and curriculum, but should also focus on the practice of religion in a specific denominational style. Religious education under these circumstances is sometimes urged to leave the classroom for studying the practice of Christian belief and encountering the plurality of Protestantism.
„Quo vadis?“ – Wie geht es weiter mit der Kompetenzorientierung?
Authors: Schulte Andrea , Hahn Matthias 
Published: June 2016

Abstract
The article startswith summingup current discussions about competence-centred Religious Education (RE) at school. This kind of RE is based on the fundamental competences of religious education and the characteristics of good teaching according to Hilbert Meyer. What is still missing in pastor and teacher training is a practical guide on planning and giving lessons in competencecentred RE. In this context, previous lesson plans have to be substituted by lesson guidelines that are directed to processes and outcome. Furthermore, in order to come to more specific observations on pupils’ religious literacy, we will need more data and more refined analyses.
Performanzorientierte Religionsdidaktik. Oder: Wie können Schülerinnen und Schüler über religiöse Handlungen ins Gespräch kommen?
Authors: Käbisch David 
Published: June 2016

Abstract
The performative approach in religious education tries to answer the question of how to talk appropriately about religion with students who - for whatever reason - do not participate in any religious practice and thus lack personal experience to draw upon. Based on the latest statistics about church membership, prayer and the attendance of services in Germany, the article describes religious acts as preconditions for RE, as topics in RE and as aims of RE. In doing so, the author shows why performative methods in RE can be regarded as a specific form of activity-oriented teaching and therefore comply with the standards of general didactics.
Grundsatzbeiträge. Vielfalt und Verschiedenheit. Religionspädagogik im Zeichen von Pluralität und Heterogenität
Authors: Kumlehn Martina 
Published: June 2016

Abstract
This paper is placed in the discussion about the adequate dealing with plurality, diversity and heterogeneity in religious education, especially in the different cultural contexts in East and West-Germany according to the increase of non-denominational pupils and students. It considers in a perspective of religious hermeneutics marking points of a new culture of interest in religious questions. According to the change from plurality to heterogeneity as key aspects a variety of didactical concepts is introduced which reflects the complex situation.
Grundsatzbeiträge. Hermeneutisch-rekonstruktive Religionsforschung in pädagogisch-theologischem Interesse: Von der Person zur Kommunikation
Authors: Dressler Bernhard 
Published: June 2016

Abstract
Empirical research of religion brought Practical Theology to a deep understanding of the “lived religion”. According to this the specific profile of academic theology must be discussed precisely. It is necessary to describe the chances and limits of either quantitative or qualitative empirical approaches. Apparently, the crucial question is how the primary mode of religion can be analyzed and illustrated empirically.
Grundsatzbeiträge. Nicht-Wissen und Nicht-wissen-Können als Schlüsselfrage beim Planen und Durchführen von Religionsstunden
Authors: Büttner Gerhard 
Published: June 2016

Abstract
Teachers of religious education are guided by certain concepts shaping their topics. Hence these concepts inevitably influence the process and outcome of their lessons. This applies in particular on topics like creation/big bang, evolution or historical truth of biblical narratives (e. g. Moses). This paper argues to uncover unknown issues instead of obscure them and paper over the cracks.
Antrittsvorlesungen. Haltungen gegenüber Haltungen des Glaubens. Oder: Sich zu Religiösem und Religiosität ins Verhältnis setzen
Authors: Meyer Karlo 
Published: June 2016

Abstract
Due to their tradition, religious objects (as “witnesses” of a tradition) are related to specific attitudes through the way they are created and used (e. g. connected with believing). In the context of pedagogical presentation and reflection, religious themes and objects are embedded in differing attitudes - e.g. the ones towards believing. Thus, teachers do not only teach methods and religious objects, but also convey a hierarchy between both levels of attitudes by their activities. Regarding the process of pedagogical reflection, this implies that an attitude arising from the witness and its religious context needs to be considered in relation to those particularly intended for teaching. Otherwise, unintended mistakes may occur even in minor wordings. Consequently, this procedure requires separate pedagogical reflections on “the attitudes towards particular attitudes”, so to speak. The intentions and applied priorities concerning those attitudes hence need to be revealed.
Antrittsvorlesungen. „Tiefgründiges darüber Nachdenken […] ist im Reliunterricht ein bisschen zu kurz gekommen“. Zur religionsdidaktischen Bedeutung offener Fragen
Authors: Lütze Frank M. 
Published: June 2016

Abstract
The article deals with the widespread focus of religious education on religious knowledge. This focus correlates in many cases with an understanding of Christian belief as a set of answers to human questions. Regarding to self-critical traditions in Christian theology, f. e. in the work of Nicholas of Cusa or Søren Kierkegaard, this article pleads for religious education that emerges a culture of thoughtful questions in the center of a knowledge-based school system.
Antrittsvorlesungen. Ökumenische Differenzkompetenz. Plädoyer für eine didaktische Kultur konfessioneller Kooperation im Religionsunterricht
Authors: Simojoki Henrik 
Published: June 2016

Abstract
What is gained by intensified cooperation between Protestant and Catholic Religious Education in German schools? Drawing back to empirical findings on the religious attitudes of today’s youth as well as to current pedagogical and theological discourses on difference and alterity, this article sets out to theoretically underpin such cooperation. It offers a difference-orientated perspective on cooperative ecumenical learning in RE and argues that such learning needs to be rooted in a specific learning culture. At the end, an innovative university course is presented that is designed to foster professional competencies related to interdenominational cooperation in RE.
Antrittsvorlesungen. Religiöse Bildung bei Goethe. Oder: Was eine moderne Universität von ihrem Namenspatron lernen kann
Authors: Käbisch David 
Published: June 2016

Abstract
Can a person have a religious education and not participate in religious practices? What is it that distinguishes religious education from religious literacy, and a religious person from a non-religious person? In his inaugural professorial lecture, which was held at Frankfurt University, David Käbisch gives an answer to these questions regarding the most famous native of Frankfurt, the poet and writer Johann Wolfgang Goethe. By doing so, the author shares his understanding of religious literacy including current research and future plans
Die Tora im Judentum
Authors: Liss Hanna 
Published: June 2016

Abstract
The article assumes a formal difference of understanding of the Torah in Judaism and the biblical theology of the Old Testament. The Jewish understanding of the Torah as a self-contained complex of meaning could be identified by the fact that law and legal regulations formed the actual core of the cult and communal life. The leading idea therefore is the Torah as a corpus of law and as the spiritual-religious center of Judaism in history. Events and narrations would be secondary. In the center of the Torah there would be not the personal luck of the individual, but the means of existence of the people of Israel.
Zeit-Wege und Wege-Zeit der Tora – Chancen eines beziehungsorientierten Erinnerungslernens
Authors: Boschki Reinhold , Schlag Thomas 
Published: June 2016

Abstract
The article deals with the question how the Torah can become a relevant topic in learning and teaching processes in religious education. In doing so, the motif of „godly and humanly commemoration“ is used to elaborate on the idea that learning is commemoration in a two-fold sense: „It is the commemoration of god and the commemoration of the human being, in which the shared memory of the human being and god form a oneness.“ Derived from this idea the thought is developed, that such a learning remembrance is on the one hand aimed at the interpretation of the present, but on the other hand also aimed at creating perspectives for the future. Commemoration aims at concretion in the present with a glance at the future.
Advokatorisches Lehren und Lernen im Horizont der Tora
Authors: Brumlik Micha 
Published: June 2016

Abstract
The importance of the Torah for both present and future is developed by using patterns of interpretations formulated by referring to Emmanuel Levinas’ thoughts on the idea of „Election“. According to Levinas, the task of Judaism is to take responsibility and accountability for others in cases where a different rule is not available or applicable. The ideas of Levinas oscillate between particular-historical and universalistic-moral perspectives. The idea of advocatory learning therefore is characterized by the deeply rooted trust in God as a first step and critical reflection as a second step.
Historische Vorläufer der Idee der Inklusion. Der Wandel pädagogischer, sozialpolitischer und theologischer Leitbegriffe
Authors: Rohrmann Eckhard 
Published: June 2016

Abstract
This article deals with a critical analysis of the currently popular concept of “inclusion”. It wants to show that the idea of „inclusion“ is not as new as the term, thus trying to trace the roots of this idea to the 17th century. The article also shows that inclusion currently remains a social utopia whose implementation in the face of the prevailing conditions at schools and in society is still far away.
Die Deutungsmacht der eigenen Erfahrung. Inklusives Lernen in der Wahrnehmung von Religionslehrkräften
Authors: Käbisch David 
Published: June 2016

Abstract
Teachers of Religious Education have divergent views on the inclusion of students with special needs in mainstream classrooms. Therefore, a sample of 6 RE teachers were asked for their views on the topic, including their professional self-image and how it affects their attitudes and beliefs about inclusion and social integration at schools. The main objective of the study was to describe the interplay between the teachers’ experiences and their power of interpretation (‚Deutungsmacht‘).
Religiöse Bildung im Raum der Öffentlichkeit – eine bildungstheoretische Skizze in theologischer Perspektive
Authors: Schlag Thomas 
Published: June 2016

Abstract
Religious education can only contribute to current public discourses and indicate its specific relevance for public education if it reflects about its theological perspective and contents. Due to a theological interpretation of the public space as being affected by the idea of God’s Holy Spirit, such theological perspective can be seen as a substantial contribution of Religious Education within the public realm and the concrete school context.
Nicht unverständlich – aber unvollständig. Ein Modell zur Entwicklung von Lernaufgaben zur Förderung eines theologischen Argumentierens im evangelischen Religionsunterricht der gymnasialen Oberstufe
Authors: Weiß Thomas 
Published: June 2016

Summary
The article is devoted to the subject of Religious Education and the public sphere. Its leading question explores the ability of students of upper secondary school to argue about creation and evolution. Argumentation is understood as one of the key cultural techniques needed in order to participate in the public discourse. Examples are provided that serve as a starting point for a model to foster argumentation in religious education. The article concludes with the thesis that a decisive task of religious education research and practice should be to foster argumentation as a decisive cultural technique for the public discourse.
Schulpastoral an öffentlichen Schulen
Authors: Könemann Judith 
Published: June 2016

Abstract
Using the example of a 2012-2014 research project about pastoral work in public schools, the essay aims to demonstrate how ecclesial acts outside of Religious Education in the context of public schools can contribute to civil society as a place of “everyday democracy” - both at the micro level of individuals, of students and teachers, and at the meso level of schools as organizations. This is based on the premise of an understanding of civil society which is located between the private sphere of individuals on one side and the state/political level on the other side. At a normative level, this definition understands prosocial orientations (solidarity, community spirit, etc.) as a place of everyday democracy and focuses on the representation of common interests. The churches - as intermediary organizations - also are a central part of this civil society.
Öffentlichkeit und Evangelische Schulen oder Evangelische Schulen als öffentliche Schulen
Authors: Schluß Henning 
Published: June 2016

Abstract
In recent years, within the horizon of financially independent schools, the question of the status of schools sponsored by the Protestant Church arises in a new light. The article argues that it is an achievement that school is public. At the same time, the concept of the public has to be discussed critically. In the field of education, ‘public’ is still confused with government. Yet both are not the same, which is clarified with a historical perspective. In particular, a Protestant school system must be interested, from its own self-understanding, to be understood as a system of public education. Exclusivity cannot be a hallmark of a Protestant education. Nevertheless, Protestant schools are characterized by a special pedagogical and particularly religious profile, but are open to all who wish to participate. It is the diversity of profiles which is needed for a sustainable education system in a pluralistic world. Different profiles must be possible regardless of the sponsorship, also the public claim must be maintained. This can sometimes create tensions, but these are not ‘antagonistic contradictions’. Instead, they can promote education as a whole.
Conchita Wurst im Kontext einer „Öffentlichen Religionspädagogik“
Authors: Fischer Martin , Sobreira-Majer Alfred Garcia 
Published: June 2016

Abstract
Winning the Eurovision Song Contest in 2014 Conchita Wurst raised questions about sexual identity by both the general public and pupils of Religious Education at schools, thus challenging teachers and academic theology alike. This article examines attitudes of Austrian pupils towards other than heteronormative lives; it outlines the role of theology from a genderconscious perspective in the context of the latest genetic research; and it discusses the role of public Religious Education in order to bring about a school that values diversity beyond heteronormativity.
Riqueza, diversidad y estado de conservación de murciélagos en el Corredor Biológico Chorotega
Authors: Gordillo Elías José , Úrdiales Jeannette , Sáenz Joel C. 
Published: June 2016

La fragmentación de la cobertura de bosque primario ha ocasionado que muchas especies y grupos taxonómicos se vean afectados por la pérdida de conectividad, el efecto de borde y la disminución de recursos. Por tal razón, han surgido los corredores biológicos como una estrategia de conservación. Considerando la necesidad de evaluar la viabilidad tanto social como biológica del Corredor Biológico Chorotega (sector Diriá-Ostional), seleccionamos el grupo de murciélagos como un elemento de importancia para la evaluación biológica de dicho corredor. En el presente estudio realizamos una evaluación rápida de la riqueza y diversidad de murciélagos a lo largo del Corredor con el objetivo de determinar la viabilidad de él para este grupo así como para obtener información base que permita la toma de decisiones. Durante el presente estudio registramos 25 especies de murciélagos por medio de un esfuerzo de muestreo de 54 horas red en cuatro puntos a lo largo del Corredor. La mayoría de las especies registradas corresponden a especies generalistas pero de gran importancia para la regeneración de los bosques por su amplia capacidad de dispersión de semillas.
La vida del gaucho de la pampa argentina desde una crónica martiana. Estudios y aproximaciones
Authors: Bernardes-Martínez Yísel 
Published: June 2016

En la crónica titulada “La pampa”, publicada en el diario mexicano El Partido Liberal el 19 de diciembre de 1889, la cual también fue publicada en El Sudamericano, de Buenos Aires, el 20 de mayo de 1890, Martí recrea la vida del gaucho argentino en su hábi-tat. La escritura martiana nos dibuja, con imágenes salidas de una realidad descarnada, natural y libre, la dura existencia del gaucho. La visión mar-tiana nos brinda una idea clara de las luchas y nostalgias del gaucho y, en particular, brinda el contra-punto entre la imagen pintoresca del llanero romántico y a realidad cruda que enfrenta. Este artículo analiza estos aspectos.
"Tengo sobre mí los males de mi pueblo". Interpelación y advertencia desde el quehacer martiano
Authors: Verdini-Aguilar Marina 
Published: June 2016

Se propone un análisis histórico del ensayo Nuestra América, escrito por el intelectual revolucionario José J. Martí. Conocer y analizar los múltiples contextos históricos de nuestra América se constituyeron en una condición fundamental para concretar la praxis libertaria martiana pues en nuestro presente también resulta vital para cualquier abordaje que se proponga contribuir en la transformación de las plurales situaciones de dependencia y dominación que mutan, en tanto se transforma el sistema que las origina. Posicionándonos en este marco, desde la labor de historiar, proponemos la construcción de una epistemología genuina cuyos contenidos interpelen al pensamiento, revisando sus modos habituales del pensar. El estudio de los múltiples y diversos textos martianos permite concebir la praxis de su autor como un complejo que asocia la historia de su propio presente revolucionario con una nítida crítica sui generis y contrahegemónica que consideramos todavía vigente.
¿Neoextractivismo....o el mismo saqueo?
Authors: Álvarez-Mora Mauricio 
Published: June 2016

A partir de las teorías y aportes de investigadores sobre el tema de industrias extractivas, se intenta re-solver las siguientes interrogantes: ¿qué es el extractivismo?, ¿es un nue-vo proceso de acumulación capitalis-ta o tiene antecedentes coloniales?, ¿existen diferencias sustantivas en el abordaje de gobierno entre izquierda y derecha?, ¿cuál es el panorama de la región?, ¿cuáles son las respuestas de las ciencias sociales ante este fenó-meno?, ¿hay alternativas al modelo extractivista?. Intentaremos dar respuestas y generar más preguntas sobre el tema para comprender mejor y aportar a una discusión abierta, actualmente tanto en nuestros países como en el mundo. No estamos frente a un fenónomeno necesariamente nuevo o diferente, si no uno que tiene raíces históricas profundas y complejas implicaciones. Entre los aspectos que distinguen a los gobiernos progresistas de los neolibe-rales en el tema del extractivismo se encuentran mayor control del Estado y no del mercado, hay un creciente porcentaje de ganancias, rentas, impuestos y con más gasto social en la población población. La imposición de los proyectos, sus impactos y la represión con matices, resulta similar en ambos sistemas. La acción crítica y de resistencia social ante el imperante extractivismo ha dado origen a una corriente de pensamiento para la cual se ha acuñado el término de postextractivismo, conformada por académicos, investigadores, exministros de gobiernos progresistas. ¿En qué consiste y qué plantea?