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SecondaryReligion Betrifft Schule: Religiose Pluralitat Gestalten cover
THE BOOKSHELF · German

Religion Betrifft Schule: Religiose Pluralitat Gestalten

By Yasemin Karakasoglu
English summary: Schools inescapably need to engage with the phenomenon of religion in a competent way, since ideological and religious convictions are always already present in them. The social fact of religious pluralism is associated with an ineluctable requirement for education that schools have to accept. This volume is intended as a professionally well-founded and at the same time easily understandable contribution to a constructive approach to religion as a diverse and ambivalent phenomenon in schools. It provides a handbook for guidance with prospective strategies for action. German description: Schule kann sich einer kompetenten Ause
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English summary: Schools inescapably need to engage with the phenomenon of religion in a competent way, since ideological and religious convictions are always already present in them. The social fact of religious pluralism is associated with an ineluctable requirement for education that schools have to accept. This volume is intended as a professionally well-founded and at the same time easily understandable contribution to a constructive approach to religion as a diverse and ambivalent phenomenon in schools. It provides a handbook for guidance with prospective strategies for action. German description: Schule kann sich einer kompetenten Auseinandersetzung mit dem Phanomen Religion nicht entziehen, weil weltanschauliche und religiose Uberzeugungen in der Schule immer prasent sind. Die gesellschaftlich gegebene religiose Pluralitat bringt einen unhintergehbaren Bildungsanspruch mit sich, dem sich Schulen zu stellen haben. Dieser Band versteht sich als fachlich fundierter und zugleich gut verstandlicher Beitrag zu einem konstruktiven Umgang mit Religion als einem vielfaltigen und ambivalenten Phanomen in der Schule. Er bietet eine Handreichung, die Orientierung leistet und Handlungsperspektiven eroffnet.

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