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Islam --- Islamic religious education --- Islam --- Theology

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»Interkulturelle Theologie« bezeichnet sowohl eine relativ neue universitäre Disziplin, die sich an einigen Fakultäten im deutschen Sprachraum etablieren konnte, als auch ein neues Problem- und Methodenbewusstsein der Theologie. Interkulturelle Theologie ist interdisziplinär: Franz Gmainer-Pranzl führt grundlegend in die Interkulturelle Theologie ein. Perspektiven aus der Biblischen Theologie werden von Egbert Ballhorn und Jochen Flebbe aufgezeigt. Religionspädagogische Perspektiven sind notwendig, um wissenschaftliche Erkenntnisse angemessen vermitteln zu können. Die Beiträge von Rita Müller-Fieberg, Claudia Gärtner und Joachim Willems widmen sich der Vermittlung an Studierende verschiedener Kulturen, nehmen den konfessionellen Religionsunterricht und die Möglichkeit interreligiösen Lernens in den Blick. Schließlich wird die ökumenische Perspektive durch Beiträge aus der orthodoxen Theologie von Vasilica Mugurel Pavaluca und der syromalabarischen Sicht von Tony Neelankavil aufgezeigt.

Christianity and culture. --- Multiculturalism --- Religious education. --- Religious aspects.

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The author conducted an empirical study on RE teachers' religious literacy, more specifically, on how they interpret a religious narrative. The transactional analysis of the RE teachers' interpretations of The Prodigal Son brought forth four categories or typologies: the immanent approach, the ethical, the Christian, and the dialogical approach. The typologies reflect that the RE teachers' interpretations are determined by different factors, more precisely, by the decisions made in the actual text-reader transactions. Kjørven therefore argues that it is important for RE teachers and RE teacher students to develop an awareness of and knowledge about the complexity of what is involved in meaning-making processes. A literacy of this kind, he concludes, will promote critical skills and thinking in school and in education. This book is a timely reminder of the relationship between the interpretative and dialogic dimensions of RE and how these are important ingredients in religious literacy. It implicitly shows that attempts to construct knowledge as unframed givens are intellectually problematic, as the structures around data are part of what constitutes religious literacy and knowledge. It also exemplifies how teachers play a vital framing role in the mediation of learning in the RE classroom, not just in the representation of religion, but the representation of what religious knowledge is. - Robert A. Bowie, in: British Journal of Religious Education 2/2019, p. 233.

Religious Education --- Religionspädagogik --- Bible --- Bibel --- Bibelarbeit --- Religionslehrer --- reader response theory --- Schulpädagogik

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Education --- Moral education --- Character education --- Ethical education --- Child rearing --- Ethics --- Religious education --- Educational research --- Research.

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What is the civic relevance of the academic study of religion, considered on its own terms and in its increased diversity? The contributors to the present volume explore this question by focusing on four core capacities: intellectual complexity (C), social location (L), empathetic accountability (E), and motivated action (A)-the CLEA model.

Service learning --- Social justice --- Religious education --- Study and teaching. --- Social aspects.