Riegel, Ulrich
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Publication Access status: Metadata only , Der Umgang mit religiöser Vielfalt im katholischen Religionsunterricht. Eine explorative Studie im Mixed-Methods-DesignReligiöse Vielfalt prägt den Religionsunterricht und wird unter den Stichworten der Pluralität und der Heterogenität breit diskutiert. Im vorliegenden Band wird der Umgang mit religiöser Vielfalt im katholischen Religionsunterricht auf der Grundlage dieser Diskussion analysiert. Dazu wurden 22 Lehrpersonen unterschiedlicher Schularten zu ihrem Verständnis dieser Vielfalt und ihren Strategien, wie sie mit ihr im Religionsunterricht umgehen, interviewt. Außerdem wurden 42 Religionsstunden videographiert und auf den darin erkennbaren Umgang mit religiöser Vielfalt untersucht. In der Folge werden nicht nur die Subjektiven Theorien von Religionslehrpersonen zu religiöser Vielfalt deutlich, sondern auch die Rolle, die diese Theorien für den Religionsunterricht selbst spielen.Source Type:Book1 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Metadata only , Didactical model to promote perspective takingMany approaches within subject didactics have in common that they highlight the importance of perspective taking, precisely describe the benefits of this skill and develop didactical scenarios in which this skill is crucial. Nevertheless, there is a diagnosed lack of a differentiated didactical model on how to teach perspective taking step by step. This Article addresses this desideratum of research in the context of religious education. Therefore, it presents first educational and psychological research on perspective taking after discussing various terms and definitions. Responding to the latter findings, a didactical model of how to promote perspective taking in the classroom is presented in six dimensions: recognising perspectives, exploring perspectives, comparing perspectives, adopting perspectives, coordinating perspectives, identifying with a perspective. The activities of the model suggest some sort of sequence without specifying a fixed order of performance. Finally, the question of cognitive and emotional components in perspective taking is discussed and the problem of how the model deals with normative claims is explained since religions and world views make normative claims.Source Type:Article1 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Metadata only , Measuring Muslim Lifestyle Using a Halal ScaleThe background and motivation of the research presented in this Article is the obligation of Public Theology to do justice to young Muslim refugees as a minority group in German society regarding the role of religiosity in the way they are coping with life. In the research process, the authors became increasingly aware that most instruments to measure religiosity have a Western and/or Protestant bias in that they are more interested in religious attitude than in religious practice and/or religious lifestyle, which is very important for Muslim religiosity. Therefore, this Article focuses on the distinction between halal and haram as indicators of religious practice according to Muslim benchmarks. Both the concept and the operationalization of a two-dimensional instrument of living a halal life are described. The instrument distinguishes between the individual importance of halal goods (food, medicine, cosmetics) and services (doctors) and their availability in the local environment. Each of the two dimensions comprises four items. Construct validity is shown by confirmatory factor analysis (CFIrobust = 0.934, TLIrobust = 0.902, RMSEArobust = 0.114 [0.073; 0.156]) of a sample of N = 155 Muslim adolescents who have fled to Germany from Syria, Iraq and Afghanistan. External validity is tested by analyzing the correlation of the measurement instrument developed by the authors with the Centrality of Religiosity Scale. The presented halal instrument offers an approach to Muslim lifestyle that meets the orthopractic character of this religion. At the same time, it addresses the consequential dimension of religion within quantitative research.Source Type:Article1 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Metadata only , Religion as a Resource? The Impact of Religiosity on the Sense of Purpose in Life of Young Muslim Refugees in GermanyThis study examines the relationship between religiosity and purpose in life among young Muslim refugees (n = 222; Mage = 20.18 years) in Germany, a topic little explored to date. Consistent with previous research, respondents felt a moderate but positive sense of purpose in life, which was fostered by religiosity. Regression analysis demonstrated that even after controlling for physical health and social support, religiosity remained a substantial predictor of purpose in life; its effect size did not differ significantly from the other two variables in the model. The findings emphasize the importance of religiosity and social support for young Muslim refugees’ well-being.Source Type:Article2 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Metadata only , The impact of institutional context on research in religious education: results from an international comparative study(2023); On the one hand, research on religious education is done according to a transnational scientific paradigm, on the other hand, it is performed within particular institutional contexts which vary from nation to nation.This raises the question of how institutional context affect research on religious education. The paper addresses this question on the basis of an international study. N = 49 colleagues across Europe as well as Israel, South Africa, South Korea, and Turkey filled in an online-questionnaire regarding their own research. Despite the international character of the sample, research on religious education seems to be practiced quite coherently in regard of the objects of inquiry, the applied methods, and the disciplines the colleagues refer to. The few significant differences indicate that theology and educational studies are slightly more important in contexts of denominational religious education as well as analysing both pupils and processes of teaching and learning. In the context of non-denominational RE, instead, religious studies is slightly more important. These results will be discussed.Source Type:Article1
