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1

Was glauben Jugendliche? Der Beitrag einer empirischen Studie zur Rezeption von „Erlösung“ zur Kinder- und Jugendtheologie

100%
Schwendemann W.
Studia z Teorii Wychowania
|
2012
|
issue 1(4)
125-142
EN
In this article I present the results of an empirical-qualitative study whereby I asked 85 eleventh-grade students what ideas and images come to their minds when they hear the word “redemption”. I wanted to find out what specifically they associate with the concept of salvation. Using the French movie Chocolat as the primary medium employed in the study, it was noted that when asked about “redemption”, students indicated that they understand this to be a dynamic and relational concept. From the answers which were given, five models of redemption can be constructed. The dialectic model of “redemption from and to” is, I believe, connected to the Reformation’s soteriological approach to adolescent theology. The study also demonstrated that the students’ views concerning religion, although expressed in everyday speech, were nevertheless able to be theologically interpreted to a great extent.
2

Die Berufsbiografie verantwortlich gestalten – Religion und Veränderungskompetenz aus religionspädagogischer Perspektive

100%
Schwendemann W.
Studia z Teorii Wychowania
|
2013
|
issue 1(6)
95-127
EN
A general socialising task of religious education during the apprenticeship in vocational schools consist of supporting teenager and young adults, in developing their identity and subjectivity. Each individual is incorporated in a communicative context in which he constitutes himself as a unique and personal subject which interacts with other subjects of any kind. Subject orientation requires learning, knowledge and incidence of relationships especially in religious education in vocational schools. Indeed, a dialogic - dialectic cooperation develops subjectivity. Although it contains an additional benefit, it cannot be entirely measured in mutual respect nor determined in compensation of contingency. Religious education in vocational schools enables a variety of education methods to establish a goal differential education. Therefore, the singularity as a quality character is guaranteed and education lessons can be successfully arranged. Social appreciation is a requirement to develop especially the potential of young people. The appreciation consists of a moral – intrinsic and pedagogic – extrinsic dimension. It needs both factors to gain acquisition of diversity competence. An education method which is based on appreciation and respect is the platform of “education for everyone” and guarantees a potential orientated education. A modified school model based on a potential orientated education would be the structural and organising answer of diversity and heterogeneity in school.
3

Kinderrechte aus pädagogischer Perspektive

100%
Schwendemann W.
Studia z Teorii Wychowania
|
2012
|
issue 2(5)
31-48
EN
This article highlights the importance of the 1989 UN Convention on the Rights of the Child for the education of children and adolescents. The Convention lays out the rights of children and adolescents in 54 articles and, for the first time in history, it emphasizes the fact that young persons are endowed with inalienable rights from the moment they are born and have, therefore, their own legal rights. With regards to pedagogy, the Convention also had an immediate impact on education since children and adolescents suddenly became the focus of their own learning processes.
4

Action competence of teachers through diversityY

63%
Schwendemann W., Rausch J.
Studia z Teorii Wychowania
|
2013
|
issue 1(6)
48-55
EN
The Christian image of humanity is based on diversity: each individual is unique. That’s why educational strategies in schools are based on appreciation, care, tolerance, humanity, dialogue. Lessons structured on the base of Christian image of humanity must create a place of meeting, where education can develop significantly and transcend the limits of standardized learning so that it goes beyond the contemporary relevance and education is understood as a process.
5

Religionsunterricht und Menschenrechte – Didaktische Überlegungen zur Menschenrechtsbildung

63%
Schwendemann W., Markl C.
Studia z Teorii Wychowania
|
2012
|
issue 1(4)
54-67
EN
Christian religious education revolves around the central idea of basic human rights. When learning to remember, for example the Holocaust or Shoah, one is reminded of the fact that it is essential to think about human rights since they are continuously abused. The atrocities committed by the Nazis were not merely an expression of their contempt for other human beings, but rather a complete disregard for and a total abolishment of basic human rights. The focal point of Christian religious education is to remember the crucifixion of Jesus Christ and by rights and dignity of every human being.
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