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Facing the Unknown Future
During the 20 year history of the European Network for Religious Education through Contextual Approaches (ENRECA), several books have been published on the subject of Religious Education, from sociological, psychological or anthropological perspectives and always in the contextual settings of national educational frameworks and other specific culturally bound phenomena. Also, very often, an international comparative perspective was included. The shared goal was not so much to reflect on religion as such, and on its changing doctrines, institutions and prescriptions, but to try and understand religion in the specific European contexts of secularization and the plurality of life orientations, and to understand how religion becomes manifest in education in a variety of concrete policies and classroom practices, reflecting various social issues. This volume, marking the 20th anniversary of ENRECA, has a specific focus on the contextual dimension of time.
Perceiving the Other
Perceiving the Other is a Norwegian/German collaboration lead by Trygve Wyller and Hans-Günter Heimbrock. Case examples introduce a new way of approaching ethics. It points out that it is possible to show phenomenological ethics in practise. The lived experience (praxis) is as important as the professional experience. The research on the field is the dynamics between these two experiences, where the professional experience is taken from the general life experience.Perceiving the Other has three sections:1. Introduction emphasizing the ethical paradigm shift, and presenting the terms relationality, connectedness etc. The introduction clarifies past and ongoing research, and discusses how to ...
Brücken Bauen in Einem Vielgestaltigen Europa
Building bridges has been and still is the main task of the European Society of Women in Theological Research (ESWTR). It aims to facilitate theological and academic religious debate transcending the borders between languages and countries, as well as those resulting from religions, confessions, cultures or traditions, in order to offer constructive future perspectives. This volume has now adopted "building bridges" as its main theme. It reflects the contributions to the 11th International Conference of ESWTR held in 2005 in the unique historical and cultural setting of Budapest. European women in the lead of theological research discuss the subject on the basis of their different specialist approaches and thus provide a unique spectrum of contemporary discourse from very varied disciplines in theology and religious studies.
Lived Religion - Conceptual, Empirical and Practical-Theological Approaches
'Lived religion' signifies a shift of focus in order to attend to the religiosity of individuals and groups as embedded in the contexts of life-worlds. It suggests fresh attention to the body, to perception, to experience, to everyday life, and to biography. The essays in this collection gravitate around the concept of ‘lived religion’, honoring the contributions of Hans-Günter Heimbrock, in which he suggests this conceptual framework for understanding practical theology and religious education and for designing empirical research in theology. The contributions embrace a broad spectrum and include empirical studies, exegetical and historical investigations, contributions on practical theology as well as on the theory and practice of religious education, inviting further reflection and discussion about ‘lived religion.’
International Knowledge Transfer in Religious Education
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 pr...
Collaborative Practical Theology
In Collaborative Practical Theology, Henk de Roest documents and analyses research on Christian practices as it can be conducted by academic practical theologians in collaboration with practitioners of different kinds in Christian practices all around the world.
Critique Scandinave de la Théologie Féministe Anglo-américaine
Scandinavian Critique of Anglo-American Feminist Theology is a collection of articles by scholars in various theological disciplines from five Scandinavian or Nordic countries. The articles cover a wide range of topics, including feminist sexual ethics, ecofeminist theology, gender perspectives on European welfare systems, Birgitta of Sweden and a search for Mary beyond stereotypes. As the title implies, a critical dialogue with US feminist theology is a recurrent theme throughout the book, but the essays also include constructive work from different theological perspectives. The journal also includes a bibliography that shows the diversity of Scandinavian and Nordic feminist theological research.
The Concept of Body in Judaism, Christianity and Islam
This volume of the series "Key Concepts in Interreligious Discourses" investigates the roots of the concept of "body" in Judaism, Christianity and Islam. The Body and being a created being stands in the focus of all the thre major monotheistic faiths. It is not just by the christian idea of man's likeness to God that indicates that the human body is a central object of religious thinking, both culturally and theologically charged. Here, the body stands in the crossfire of terms like "pure" and "unpure", "sacred" and "profane", "male" and "femal". And besides the theological controversies, everyday experiences like sexuality, gender equality and how to dispose of the own body (and that of oth...
Religion inszenieren
Evangelischer Religionsunterricht an offentlichen Schulen zielt darauf, Religion im Unterricht verstandlich darzustellen. Kann und soll er dies tun, indem er symbolische Vollzuge probeweise in Gebrauch nimmt und wesentliche Zeichen von Religion im Modus des "als ob" erschliesst? Welche didaktischen Herausforderungen, Voraussetzungen und Implikationen wohnen dem performative turn der Religionspadagogik inne? Wie kann performativer Religionsunterricht fur moglichst alle am Unterricht Teilnehmenden tragfahig und praktikabel gestaltet werden? Florian Dinger nahert sich diesen Fragen aus systematischer, vergleichender und historischer Perspektive. Er stellt unterschiedliche Spielarten performativer Religionsdidaktik vor, vergleicht deren Impulse mit performativen Aufbruchen in der Didaktik benachbarter Facher und erortert entsprechende Tendenzen in der Geschichte christlich-religionsdidaktischer Reflexion. Seine Ergebnisse fuhren zur Frage der konkreten Realisierbarkeit performativer Lernsettings und zu handlungsorientierenden Impulsen fur den zukunftigen Religionsunterricht.
