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Warum Religionspädagogik auch Inklusionspädagogik sein muss
Ist Teil von
Glaube und Lernen, 2012, Vol.27 (2), p.153-163
Erscheinungsjahr
2012
Link zum Volltext
Beschreibungen/Notizen
Religious pedagogy has not yet dealt with pedagogical discussions about heterogeneity and inclusion to a satisfactory degree. Studies about the performance of pupils in schools of the last few years have shown that a homogeneity of individual performances cannot be established by means of processes of elimination. Using first grade of primary school in Switzerland as an example, the concept of seeing heterogeneity as a resource and not as an obstacle, is shown. Based on the image theology wants to transport of itself and in the interest of the claim of being pedagogical, religious pedagogy must reflect categories such as equality, difference and justice (for instance according to Prengel) also with a view on its own expectations concerning competence in the educational and ecclesiastical sphere and implement these as an "educational concept for the diverse".