Vom Gemeinsamen Gegenstand Und Der Pr Sentativen Symbolisierung Im Religionsunterricht Wie Kann Religion Inklusiv Vermittelt Werden
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Vom Gemeinsamen Gegenstand Und Der Pr Sentativen Symbolisierung Im Religionsunterricht Wie Kann Religion Inklusiv Vermittelt Werden
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Author : Volker Pantlen
language : de
Publisher: Diplomarbeiten Agentur
Release Date : 2012-10
Vom Gemeinsamen Gegenstand Und Der Pr Sentativen Symbolisierung Im Religionsunterricht Wie Kann Religion Inklusiv Vermittelt Werden written by Volker Pantlen and has been published by Diplomarbeiten Agentur this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-10 with Education categories.
Mit der Ratifizierung der Behindertenrechtskonvention (BRK) am 26.3.2009 in Deutschland stellt sich die Frage nach der Umsetzung von Inklusion auch im religionsp„dagogischen Kontext. Der Paragraph 24 der BRK fordert und regelt das Recht auf Bildung fr Menschen mit Behinderungen in einem 'inclusive education system'. Bisher blieben im hochdifferenzierten deutschen Schulsystem Regel- und Sonderschulen weitgehend voneinander getrennt, die Umsetzung der Integration war nur soweit fortgefhrt worden, dass in ausgew„hlten Schulen Schler/innen beider Gruppen im Kooperationsprinzip teilweise gemeinsamen Unterricht in bestimmten F„chern erhielten. Da knftig alle Schler/innen unabh„ngig ihres F”rderbedarfs gemeinsam beschult werden sollen, werden neue religionsp„dagogische Konzepte n”tig, um der erweiterten Heterogenit„t gerecht zu werden. Die vorliegende Arbeit soll kl„ren, ob oder inwieweit ausgew„hlte gegenw„rtig vorhandene religionsp„dagogische Konzepte in Deutschland den Gedanken von Inklusion mit einbeziehen und praktisch werden lassen. Dabei tauchen verschiedene Schwierigkeiten auf, da erstens der Inklusionsbegriff variabel gehandhabt wird, einer nicht abgeschlossenen gesellschaftlichen Diskussion und Interpretation unterliegt. Zweitens begegnen sich in dieser Auseinandersetzung die Welten der sonderp„dagogischen, allgemein- und religionsdidaktischen šberlegungen. Drittens wird in Deutschland nach GG Paragraph 7 (3) 3 konfessioneller Religionsunterricht erteilt. Das bedeutet, dass hier die Schler/innen gem„á Grundgesetz separiert werden. Die Arbeit versucht, diesen teils widersprchlichen Interessen und šberlegungen unter der Leitidee der entwicklungslogischen Didaktik Georg Feusers eine Richtung zu geben. Im Kl„rungsprozess des Inklusionsbegriffs wird auch auf einen verkrzten Inklusionsbegriff hingewiesen, denn im gesellschaftlichen Mainstream erscheint er meist nur im bildungstheoretischen und -politischen Kontext. Der soziologisch-systemtheoretische Diskurs wird ausgeblendet. Nach Vorstellung des Instruments 'index for inclusion' werden im zweiten Teil vier ausgew„hlte inklusive religionsp„dagogische Konzepte vorgestellt: - ein symboldidaktisches Konzept auf Basis der pr„sentativ-diskursiven Symbolisierungsf„higkeit. - Ein weiteres unter Verwendung des Index in Verbindung mit der multiplen Intelligenztheorie Gardners betont die Herausarbeitung der Begabungen jeder Einzelnen. - ein Ansatz dialogischen, interreligi”sen und interkonfessionellen Unterrichts. - schlieálich mit der Vorstellung des 'Tbinger Elementarisierungsansatzes' auf Basis Klafkis kategorialer Bildung einen inklusiven Anw„rter. Ein Fazit bewertet diese Konzepte. Dies vor dem Hintergrund einer Interpretation von Inklusion, die nicht nur 'Behinderte' inkludieren will, sondern Inklusion aller Schler/innen unabh„ngig von Geschlecht, Religion, Kultur, Schichtenzugeh”rigkeit oder Altersgruppe anstrebt.
Vom Gemeinsamen Gegenstand Und Der Pr Sentativen Symbolisierung Im Religionsunterricht Wie Kann Religion Inklusiv Vermittelt Werden
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Author : Volker Pantlen
language : de
Publisher: diplom.de
Release Date : 2015-02-01
Vom Gemeinsamen Gegenstand Und Der Pr Sentativen Symbolisierung Im Religionsunterricht Wie Kann Religion Inklusiv Vermittelt Werden written by Volker Pantlen and has been published by diplom.de this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-02-01 with Education categories.
Mit der Ratifizierung der Behindertenrechtskonvention (BRK) am 26.3.2009 in Deutschland stellt sich die Frage nach der Umsetzung von Inklusion auch im religionspädagogischen Kontext. Der Paragraph 24 der BRK fordert und regelt das Recht auf Bildung für Menschen mit Behinderungen in einem 'inclusive education system'. Bisher blieben im hochdifferenzierten deutschen Schulsystem Regel- und Sonderschulen weitgehend voneinander getrennt, die Umsetzung der Integration war nur soweit fortgeführt worden, dass in ausgewählten Schulen Schüler/innen beider Gruppen im Kooperationsprinzip teilweise gemeinsamen Unterricht in bestimmten Fächern erhielten. Da künftig alle Schüler/innen unabhängig ihres Förderbedarfs gemeinsam beschult werden sollen, werden neue religionspädagogische Konzepte nötig, um der erweiterten Heterogenität gerecht zu werden. Die vorliegende Arbeit soll klären, ob oder inwieweit ausgewählte gegenwärtig vorhandene religionspädagogische Konzepte in Deutschland den Gedanken von Inklusion mit einbeziehen und praktisch werden lassen. Dabei tauchen verschiedene Schwierigkeiten auf, da erstens der Inklusionsbegriff variabel gehandhabt wird, einer nicht abgeschlossenen gesellschaftlichen Diskussion und Interpretation unterliegt. Zweitens begegnen sich in dieser Auseinandersetzung die Welten der sonderpädagogischen, allgemein- und religionsdidaktischen Überlegungen. Drittens wird in Deutschland nach GG Paragraph 7 (3) 3 konfessioneller Religionsunterricht erteilt. Das bedeutet, dass hier die Schüler/innen gemäß Grundgesetz separiert werden. Die Arbeit versucht, diesen teils widersprüchlichen Interessen und Überlegungen unter der Leitidee der entwicklungslogischen Didaktik Georg Feusers eine Richtung zu geben. Im Klärungsprozess des Inklusionsbegriffs wird auch auf einen verkürzten Inklusionsbegriff hingewiesen, denn im gesellschaftlichen Mainstream erscheint er meist nur im bildungstheoretischen und -politischen Kontext. Der soziologisch-systemtheoretische Diskurs wird ausgeblendet. Nach Vorstellung des Instruments 'index for inclusion' werden im zweiten Teil vier ausgewählte inklusive religionspädagogische Konzepte vorgestellt: - ein symboldidaktisches Konzept auf Basis der präsentativ-diskursiven Symbolisierungsfähigkeit. - Ein weiteres unter Verwendung des Index in Verbindung mit der multiplen Intelligenztheorie Gardners betont die Herausarbeitung der Begabungen jeder Einzelnen. - ein Ansatz dialogischen, interreligiösen und interkonfessionellen [...]
The Concept Of Education According To Wolfgang Klafki From Educational Theory To Critical Constructive Didactics
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Author :
language : en
Publisher: GRIN Verlag
Release Date : 2021-10-12
The Concept Of Education According To Wolfgang Klafki From Educational Theory To Critical Constructive Didactics written by and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-10-12 with Education categories.
Seminar paper from the year 2015 in the subject Didactics - Common Didactics, Educational Objectives, Methods, grade: 1,3, University of Trier, language: English, abstract: Within the framework of this term paper, it will be explained, according to Wolfgang Klafki, what education-theoretical didactics is and what forms of education exist. The question of the meaning of categorical education and the function of didactic analysis will also be explored. Before theories and models of didactics can be explained and contexts understood, a basic understanding of what didactics is in the first place and which factors play a role here must first be established. The question of the meaning of didactics is not easy to answer. The word has its origins in the Greek "didáskein", which translates as "to teach" and "to instruct" or "to learn" and "to be taught". Already here it becomes clear that two elementary processes are interrelated and complement each other, which has not changed until today. Thus didactics is "the theory and practice of learning and teaching". The focus is on the interaction between teachers and learners. Didactics should therefore be a support for mutual interaction between teachers and learners. It is a science of action that is intended to provide teachers with a practice-oriented way of acting. During the 20th century, educationalists such as Erich Weniger, Paul Heimann and especially Wolfgang Klafki (born 1927), who is considered the "father" of didactics, tried to narrow down and define the term in order to finally develop educational theoretical foundations and didactic theories and models.
Handbook Of Research On Science Education
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Author : Sandra K. Abell
language : en
Publisher: Routledge
Release Date : 2013-03-07
Handbook Of Research On Science Education written by Sandra K. Abell and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-03-07 with Education categories.
This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities. The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/.
Action And Production Oriented Literature Lessons
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Author : Nina Bergner
language : en
Publisher: GRIN Verlag
Release Date : 2022-02-07
Action And Production Oriented Literature Lessons written by Nina Bergner and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022-02-07 with Foreign Language Study categories.
Seminar paper from the year 2003 in the subject Didactics - German - Pedagogy, Linguistics, grade: 1,0, University of Würzburg, language: English, abstract: In writing didactics, the action and production-oriented approach has a central position today. The beginnings of the teaching concept lie in the 1970s, although there were already tendencies towards this type of writing lessons before that. In the 1990s, action and production orientation found its way into curricula; writing on texts is now an integral part of German lessons. In the following, after a clarification of terms, the most important basic principles of action- and production-oriented literature lessons are to be shown and on the basis of which the necessity of action- and production-oriented German lessons is to be justified. The historical development is then shown and finally some of the action- and production-oriented methods for teaching are presented. The conclusion of the work should be a specially devised project to show how forms of action and production orientation can be realized in the classroom. Schiller's drama Maria Stuart was chosen for this purpose.
Narrative State Of The Art
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Author : Michael Bamberg
language : en
Publisher: John Benjamins Publishing
Release Date : 2007-03-14
Narrative State Of The Art written by Michael Bamberg and has been published by John Benjamins Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-03-14 with Language Arts & Disciplines categories.
Narrative – State of the Art which was originally published as a Special Issue of Narrative Inquiry 16:1 (2006) is edited by Michael Bamberg and contains 24 chapters (with a brief introduction by the editor) that look back and take stock of developments in narrative theorizing and empirical work with narratives. The attempt has been made to bring together researchers from different disciplines, with very different concerns, and have them express their conceptions of the current state of the art from their perspectives. Looking back and taking stock, this volume further attempts to begin to deliver answers to the questions (i) What was it that made the original turn to narrative so successful? (ii) What has been accomplished over the last 40 years of narrative inquiry? (iii) What are the future directions for narrative inquiry? The contributions to this volume are deliberately kept short so that the readers can browse through them and get a feel about the diversity of current narrative theorizing and emerging new trends in narrative research. It is the ultimate aim of this edited volume to stir up discussions and dialogue among narrative researchers across these disciplines and to widen and open up the territory of narrative inquiry to new and innovative work.
Voyage To The Sonorous Land Or The Art Of Asking And The Hour We Knew Nothing Of Each Other
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Author : Peter Handke
language : en
Publisher:
Release Date : 1996
Voyage To The Sonorous Land Or The Art Of Asking And The Hour We Knew Nothing Of Each Other written by Peter Handke and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996 with Drama categories.
This book presents two plays, both of which are translated into English for the first time. In Voyage to the Sonorous Land, or The Art of Asking, a cockeyed optimist and a spoilsport lead a group of characters to the hinterland of their imaginations, where they search not for the right answers but for the questions. The Hour We Knew Nothing of Each Other takes place in a city square where more than four hundred characters pass by one another without speaking a single word.
Mathematics Education And Technology Rethinking The Terrain
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Author : Celia Hoyles
language : en
Publisher: Springer Science & Business Media
Release Date : 2009-10-09
Mathematics Education And Technology Rethinking The Terrain written by Celia Hoyles and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-10-09 with Education categories.
Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence. Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.
Narrative Interaction
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Author : Uta M. Quasthoff
language : en
Publisher: John Benjamins Publishing
Release Date : 2005-01-01
Narrative Interaction written by Uta M. Quasthoff and has been published by John Benjamins Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-01-01 with Language Arts & Disciplines categories.
Telling stories in conversations is intricately interwoven with the interactive and local functions of story telling. Telling stories demands a certain kind of context and in itself establishes a particular interactive reality. Thus, narration is a specific kind of verbal interaction, governed by contextualizing devices, genre-specific cooperative regularities and corresponding verbal features. It plays an important role in institutional as well as in private modes of communication. The volume focuses on narration as a contextualized and contextualizing activity, which allocates specific structural tasks to the participants in the narrative process (narrator, co-narrator, listener). Thus, the research questions are oriented towards story telling under a functional and interactive perspective. The contributions analyze recordings of authentic narrations in different functions using different kinds of qualitative reconstructive methods. The data come from everyday as well as institutional settings and the languages covered are English, German, Greek, Hungarian, and Italian.
Aesthetics Of Religion
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Author : Alexandra K. Grieser
language : en
Publisher: Walter de Gruyter GmbH & Co KG
Release Date : 2017-12-18
Aesthetics Of Religion written by Alexandra K. Grieser and has been published by Walter de Gruyter GmbH & Co KG this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-12-18 with Social Science categories.
This volume is the first English language presentation of the innovative approaches developed in the aesthetics of religion. The chapters present diverse material and detailed analysis on descriptive, methodological and theoretical concepts that together explore the potential of an aesthetic approach for investigating religion as a sensory and mediated practice. In dialogue with, yet different from, other major movements in the field (material culture, anthropology of the senses, for instance), it is the specific intent of this approach to create a framework for understanding the interplay between sensory, cognitive and socio-cultural aspects of world-construction. The volume demonstrates that aesthetics, as a theory of sensory knowledge, offers an elaborate repertoire of concepts that can help to understand religious traditions. These approaches take into account contemporary developments in scientific theories of perception, neuro-aesthetics and cultural studies, highlighting the socio-cultural and political context informing how humans perceive themselves and the world around them. Developing since the 1990s, the aesthetic approach has responded to debates in the study of religion, in particular striving to overcome biased categories that confined religion either to texts and abstract beliefs, or to an indisputable sui generis mode of experience. This volume documents what has been achieved to date, its significance for the study of religion and for interdisciplinary scholarship.