„Einander in der Fremdheit begleiten“. Möglichkeiten und Grenzen einer Spiritual Learning Community

Roebben, Bert

doi:10.14220/9783737002028.149

Cited by 4 publications

(6 citation statements)

References 8 publications

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“…These excerpts illustrate the narratives outlined above. Among other topics, first two excerpts (2,3) deal with the influence of the Christian Churches on the development of the education system:…”

Section: Personalized Worldviewsmentioning

confidence: 99%

“…There are various reasons for this. Apart from the increasing global pluralization in moral issues and the rapid secularization beginning in the 1960s [2,3], other important factors are the increasing migration of refugees to Germany that has taken place in recent years and German efforts to establish an inclusive school system. These developments result in a high degree of complexity including various levels of diversity, which have a huge impact on encounters between teachers, learners, and parents at school [6].…”

Section: Introductionmentioning

confidence: 99%

“…), we then outline how we are tackling the resulting challenges (1.3.). In doing so, we draw on the principles of Universal Design for Learning [1] and Reflexive Inclusion [4] as well as on the didactics of Learning in the Presence of the Other [2,3], which we introduce as important sources in the preceding chapter (1.2.). In the main part, the article focuses on the methodology (2.)…”

Section: Introductionmentioning

confidence: 99%

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Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom

Bartz¹,

Bartz²

2018

Preprint

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In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worldview diversity? Does worldview diversity in schools exist, and if so, how can we recognize it in its plurality and complexity? How can we acknowledge different worldviews in the context of a changing inclusive school system? In this article, we would like to present the theoretical foundation, the research setting and the first findings of our ongoing pilot studies of worldview education at an inclusive German school. The experiments are part of a larger project context that is also described. The case study presented in this article, in which innovative language and machine learning technology was used for data analysis, illustrates the potential of inclusive methods and didactic concepts such as Universal Design for Learning [1], Learning in the Presence of the Other [2,3] and Reflexive Inclusion [4] for inclusive worldview education in the context of a religiously pluralized and secularized society.

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Section: Personalized Worldviewsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom

Bartz¹,

Bartz²

2018

Preprint

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Section: Introductionmentioning

confidence: 99%

“…Starting with an overview of the ongoing discussion on inclusion in Germany (Section 1.1), we then outline how we are tackling the resulting challenges (Section 1.3). In doing so, we draw on the principles of Universal Design for Learning [5] and Reflexive Inclusion [6] as well as on the didactics of Learning in the Presence of the Other [2,3], which we introduce as important sources in the preceding section (Section 1.2). In the main part, the article focuses on the methodology (Section 2) and the results (Section 3) of the case study, which we present and discuss (Section 4).…”

Section: Introductionmentioning

confidence: 99%

Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom

Bartz

2018

Education Sciences

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In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worldview diversity? Does worldview diversity in schools exist, and if so, how can we recognize it in its plurality and complexity? How can we acknowledge different worldviews in the context of a changing inclusive school system? In this article, we would like to present the theoretical foundation, the research setting and the first findings of our ongoing pilot studies of worldview education at an inclusive German school. The experiments are part of a larger project context that is also described. The case study presented in this article, in which innovative language and machine learning technology was used for data analysis, illustrates the potential of inclusive methods and didactic concepts such as Universal Design for Learning, Learning in the Presence of the Other, and Reflexive Inclusion for inclusive worldview education in the context of a religiously pluralized and secularized society.Keywords: inclusion; worldview education; universal design for learning; learning in the presence of the other; reflexive inclusion

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Ausschließlich gemeinsam, schließlich allein. Das Inklusionsverständnis am Schnittpunkt zwischen (spezieller) Pädagogik und Religionspädagogik

Buchko¹

2018

Inklusion in/Durch Bildung?

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„Einander in der Fremdheit begleiten“. Möglichkeiten und Grenzen einer Spiritual Learning Community

Cited by 4 publications

References 8 publications

Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom

Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom

Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom

Ausschließlich gemeinsam, schließlich allein. Das Inklusionsverständnis am Schnittpunkt zwischen (spezieller) Pädagogik und Religionspädagogik

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