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KOMPETENCJA RELIGIJNA JAKO ELEMENT KSZTAŁCENIA PUBLICZNEGO (WYNIKI BADAŃ EMPIRYCZNYCH)

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Schieder R., Schluss H., Benner D., Willems J.
Forum Pedagogiczne
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2014
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issue 1
87-122
PL
W artykule przedstawiono wyniki dwóch interdyscyplinarnych projektów badawczych zrealizowanych ze środków Deutsche Forschungsgemeinschaft (Niemiecka Wspólnota Badawcza) w latach 2005–2010 przez grupę pedagogów i teologów z Uniwersytetu Humboldtów w Berlinie. Ich celem było znalezienie odpowiedzi na dwa pytania: po pierwsze, jak można zdefiniować kompetencję religijną przekazywaną na lekcjach religii w szkołach publicznych i, po drugie, jak powinno się tę kompetencję mierzyć. Rezultatem prac projektowych było opracowanie i walidacja instrumentu umożliwiającego pomiar efektywności nauczania religii na przykładzie ewangelickich lekcji religii w szkołach publicznych.
EN
The article presents the results of two interdisciplinary research projects carried out by the Deutsche Forschungsgemeinschaft (German Research Community) in 2005-2010 by a group of pedagogues and theologians from the Humboldt University in Berlin. Their goal was to find the answers to two questions. The first one: How religious competence transferred during religion classes in public schools can be defined? The second one: How should this competence be measured? The result of the project work was creation and validation of a tool which can measure the effectiveness of religion teaching. Evangelical religion classes in public schools served as an example.
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CONSTRUCTION AND TESTING OF A MODEL OF RELIGIOUS AND ETHICAL COMPETENCES (COMPARISON TRIAL) (Konstruowanie i testowanie modelu kompetencji religijnych i etycznych (próba porównania))

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Benner D., Dehghani S., Nikolova R., Scharrel J., Schiedet R., Schluss H., Weiss T., Willems J.
Ruch Pedagogiczny
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2010
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vol. 81
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issue 1-2
33-43
EN
As in Poland, in Germany, too, religion and ethics are seen as alternatives. It is thought in this way that only two positions are possible. Supporters of the first of these speak in defence of the state teaching of the Christian religion - be it Catholic or Protestant or Islam, at the same time in opposition to the religiously neutral lessons in ethics. The second position stands by the obligatory teaching of ethics, which takes the place of religion when parents and/or pupils choose not to attend these lessons. These two positions are joined by one more. In this view, the main role is played by the distinction between the religious and ethical dimensions of general education. A group of academics from the Humboldt University of Berlin (Germany) have presented a theoretical concept from the empirical research they have conducted on the issue, and their initial results.
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