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Österreichisches Religionspädagogisches FORUM Österreichisches Religionspädagogisches FORUM 23. Jahrgang 2015 schnider verlag Religionspädagogische Kooperationen angesichts religiöser Vielfalt s schnider verlag ISSN 0000-0000 Inhalt Editorial Wolfgang Weirer: Religionspädagogische Kooperationen angesichts religiöser Vielfalt 7 Thementeil: Religionspädagogische Kooperationen angesichts religiöser Vielfalt Karin Peter: Wenn Fremde sich begegnen ... Bedeutung von bleibend Fremdem und Unzugänglichem in interreligiösen Lernkonzepten 11 Zekirija Sejdini: Grundlagen eines theologiesensiblen und beteiligtenbezogenen Modells islamischer Religionspädagogik und Religionsdidaktik im deutschsprachigen Kontext 21 Martina Kraml / Zekirija Sejdini: Religiöse Unterschiedlichkeit als Potenzial. Innsbrucker Interreligiöse Religionspädagogik und Religionsdidaktik 29 Helga Kohler-Spiegel: Religiöses Lernen angesichts gegenwärtiger Vielfalt. Religionspädagogische Überlegungen 39 Sonja Danner: KoKoRu: konfessionell-kooperativer Religionsunterricht – ‚das Wiener Modell’ 47 Thomas Schlager-Weidinger / Renate Hofer: Z.I.M.T. – Würze in der LehrerInnenbildung. Grundsätzliche Überlegungen zum neu gegründeten Zentrum für Interreligiöses Lernen, Migrationspädagogik und Mehrsprachigkeit an der PH der Diözese Linz 55 Edda Strutzenberger-Reiter / Ingrid Kromer / Doris Lindner: Vielfalt an Schulen. Umgang mit religiöser Diversität im pädagogischen Alltag 63 Ednan Aslan / Thomas Weiß: (unter Mitarbeit von Ranja Ebrahim, Nadire Mustafi, Minela Salkic Joldo, Ahmed al Shafey) Miteinander lernen – Voneinander wissen. Dokumentation zum Doktorandenkolleg Islamische Theologie als Wissenschaft in Europa 73 ÖRF 23 • 2015 Weitere wissenschaftliche Beiträge Silvia Habringer-Hagleitner / Philipp Klutz: Wandelt sich die Vorstellung von einem guten Religionslehrer? Das Linzer Forum Religionspädagogik im Diskurs mit Thesen Rudolf Englerts 87 Annegret Reese-Schnitker: Biografie als grundlegende Kategorie religionspädagogischer Forschung. Ein Forschungs- und Literaturbericht 93 Martin Rothgangel: ReligionslehrerInnen im Horizont jüngerer empirischer Studien 101 Christian Feichtinger / Mario Schönhart: Naturalismus als Herausforderung für den Religionsunterricht 111 Ingrid Kromer / Michaela Hajszan: Jungschar als zentraler Ort non-formaler Bildung in katholischen Pfarren Österreichs. Ausgewählte Ergebnisse einer umfassenden empirischen Studie 121 Thomas Benesch: Erzählhäufigkeiten von biblischen Geschichten in der Familie und Allgemeine Religiosität 131 Berufsfeldspezifische Forschung Ursula Fatima Kowanda-Yassin / Alfred Garcia Sobreira-Majer: Interreligiöse Beratung und Extremismus-Prävention. Erfahrungen aus der Praxis des Beratungszentrums für interreligiöse und interkulturelle Fragen der KPH Wien/Krems und der IRPA 139 Matthias Scharer: Der österreichische Religionspädagoge im Übergang. Nachruf auf em. o. Univ.-Prof. Dr. phil. Edgar Josef Korherr 149 Praxisberichte Ednan Aslan / Martin Rothgangel: Facetten der Kooperation von christlicher und muslimischer Theologie an der Universität Wien 153 Matthias Scharer: Zur Eröffnung der Islamischen Religionspädagogik an der Universität Innsbruck. Festakt am 6. Oktober 2014 157 Vorstellungen wissenschaftlicher Qualifikationsarbeiten / Rezensionen Maria Jedliczka: Die Kunst des Theologisierens und Philosophierens mit Jugendlichen und der kompetenzorientierte Religionsunterricht – Widerspruch oder Ergänzung? Diplomarbeit am Institut für Praktische Theologie der Universität Wien 161 4 Österreichisches Religionspädagogisches Forum Viktoria Winkler: Trauer und perimortale Trauerbegleitung. Diplomarbeit am Institut für Praktische Theologie der Universität Wien 165 Ranja Ebrahim: Rezension zu: Ednan Aslan / Marcia Hermansen (Hg.): Islam and Citizenship Education, Wiesbaden: Springer Fachmedien 2015 (= Wiener Beiträge zur Islamforschung 5). 167 Silvia Arzt: Rezension zu: Carla Amina Baghajati: Muslimin sein. 25 Fragen – 25 Orientierungen, Innsbruck / Wien: Tyrolia Verlag 2015. 169 Christian Feichtinger: Rezension zu: Susanne Heine / Rüdiger Lohlker / Richard Potz: Muslime in Österreich. Geschichte, Lebenswelt, Religion. Grundlagen für den Dialog, Innsbruck / Wien: Tyrolia 2012. 171 Wolfgang Weirer: Rezension zu: Andrea Lehner-Hartmann: Religiöses Lernen. Subjektive Theorien von ReligionslehrerInnen, Stuttgart: Kohlhammer 2014 (= Praktische Theologie heute 133). 173 Dominik Helbling: Rezension zu: Philipp Klutz: Religionsunterricht vor den Herausforderungen religiöser Pluralität. Eine qualitativ-empirische Studie in Wien, Münster / New York: Waxmann 2015 (= Religious Diversity and Education in Europe 28). 177 Hans Mendl: Rezension zu: Claudia Gärtner: Religionsunterricht – ein Auslaufmodell? Begründungen und Grundlagen religiöser Bildung in der Schule, Paderborn: Ferdinand Schöningh 2015 (= Religionspädagogik in pluraler Gesellschaft 19). 179 Christian Feichtinger: Rezension zu: Burkard Porzelt / Alexander Schimmel (Hg.): Strukturbegriffe der Religionspädagogik, Bad Heilbrunn: Julius Klinkhardt 2015. 181 Renate Wieser: Rezension zu: Ulrich Kropač / Uto Meier / Klaus König (Hg.): Zwischen Religion und Religiosität. Ungebundene Religionskulturen in Religionsunterricht und kirchlicher Jugendarbeit – Erkundungen und Praxis, Würzburg: Echter 2015. 183 Monika Prettenthaler: Rezension zu: Angela Kaupp / Gabriele Bussmann / Brigitte Lob / Beate Thalheimer (Hg.): Handbuch Schulpastoral. Für Studium und Praxis (Grundlagen Theologie), Freiburg im Breisgau: Herder 2015. 187 Martina Kraml: Rezension zu: Forschungsgruppe „Religion und Gesellschaft“: Werte – Religion – Glaubenskommunikation. Eine Evaluationsstudie zur Erstkommunionkatechese, Wiesbaden: Springer 2015. 189 Philipp Klutz: Rezension zu: Ingrid Kromer / Michaela Hajszan: Jungschar-Studie 2014. Kinderpastoral in Österreichs Pfarren. Empirische Befunde und Analysen, Wien: Katholische Jungschar 2015. 193 ÖRF 23 (2015) • 3–5 5 Wolfgang Weirer Religionspädagogische Kooperationen angesichts religiöser Vielfalt Editorial nsere Lebenswelt wird zunehmend von kultureller, ren und außeruniversitären Bildungseinrichtungen, speziell religiöser und ethnischer Vielfalt geprägt. Die Her- den katholischen und evangelischen, erweitert werden. U ausforderungen, die sich daraus für das gesell- In diesem spezifisch österreichischen Kontext entstan- schaftliche Zusammenleben im Allgemeinen und für schuli- dene Formen der Kooperation und die gewonnenen sche Bildungsprozesse im Besonderen ergeben, sind in ihrer Erkenntnisse und Erfahrungen werden in dieser Ausgabe vollen Tragweite gegenwärtig noch unabsehbar. Ob und wie des Österreichischen Religionspädagogischen Forums doku- erkennbare Aufgaben wahrgenommen, reflektiert und mentiert und reflektiert. Dies betrifft sowohl die Zusam- gestaltet werden, wird die Qualität zukünftigen Zusammen- menarbeit auf der Ebene der Aus- und Fortbildung von lebens maßgeblich beeinflussen. ReligionslehrerInnen als auch konkrete Kooperationspro- Der sich ständig weiter entwickelnden Vielfalt im religi- jekte im schulischen Kontext. ösen Bereich gebührt naturgemäß auch das Interesse wis- Ganz grundsätzlich mit den Herausforderungen, Chan- senschaftlicher Religionspädagogik. Religionspädagogik in cen und Grenzen der Begegnung mit Fremdem in interreli- konfessions- und religionsübergreifender Kooperation ist giösen Lernprozessen beschäftigt sich der Beitrag von Karin seit vielen Jahren ‚state of the art‘ in der österreichischen Peter, katholische Religionspädagogin an der Universität wissenschaftlichen Landschaft. Das „Österreichische Religi- Wien, mit dem Titel „Wenn Fremde sich begegnen“. Sie ana- onspädagogische Forum“ ist seit Beginn ein Zusammen- lysiert aktuelle interreligiöse Lernkonzepte und plädiert schluss von Religionspädagoginnen und Religionspädago- dafür, Rivalitäten und Konflikte nicht frühzeitig zu harmo- gen aller Konfessionen und Religionen, die eine akademi- nisieren, sondern auch Nicht-Bewältigbarem seinen Raum sche Ausbildung anbieten. in Lernprozessen bereitzustellen. Der Leiter der islamischen Dazu kommt, dass Österreich, bedingt durch seine Religionspädagogik an der Universität Innsbruck, Zekirija Geschichte – Annexion von Bosnien und Herzegowina im Sejdini, reflektiert in seinem Beitrag „Grundlagen eines Jahre 1908 und die Anerkennung des Islams durch das theologiesensiblen und beteiligtenbezogenen Modells isla- Islamgesetz von 1912 – einen in Europa einmaligen Zugang mischer Religionspädagogik und Religionsdidaktik im zum Islam hat, der einen wichtigen Bestandteil der interreli- deutschsprachigen Kontext“ Entwicklungsprozesse islami- giösen Landschaft in Österreich und in Europa darstellt. scher Religionspädagogik im europäischen Kontext. Das Im Bewusstsein der Notwendigkeit interreligiöser und ‚Innsbrucker Modell der Religionspädagogik‘ – eine Koope- interkonfessioneller Zusammenarbeit haben sich, speziell ration von katholischer und islamischer Religionspädagogik nach der Einführung des islamischen Religionsunterrichtes – stellt einen exemplarischen Referenzrahmen für seine im Schuljahr 1982/83, Kooperationen im Bereich des kon- Reflexionen dar. Gemeinsam mit der katholischen Religi- fessionellen Religionsunterrichtes entwickelt. Diese zunächst onspädagogin Martina Kraml reflektiert Sejdini in einem auf den Religionsunterricht beschränkte Zusammenarbeit weiteren Beitrag mit dem Titel „Religiöse Unterschiedlich- ebnete den Weg für eine Ausweitung der Kooperationen hin keit als Potenzial“ das konkrete Projekt ‚Interreligiöse Religi- auf den gesamten Bereich der Religionspädagogik. onspädagogik und Religionsdidaktik‘
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