Is religious experience necessary for interreligious learning? An empirical critique of a didactical assumption.

Autor/in	Unser, Alexander
Titel	Is religious experience necessary for interreligious learning? An empirical critique of a didactical assumption.
Quelle	Aus: Riegel, Ulrich (Hrsg.); Leven, Eva-Maria (Hrsg.); Daniel, Flaming (Hrsg.): Religious experience and experiencing religion in religious education. Münster u.a.: Waxmann (2018) S. 97-115 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Research on religious and spiritual education. 11
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-8306-8795-6; 978-3-8309-3795-1
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Unterrichtsqualität; Didaktik; Unterricht; Religionsunterricht; Interreligiöses Lernen; Religiöse Erfahrung; Baden-Württemberg
Abstract	The assumption that religious experience is necessary to facilitate interreligious learning is often proposed by scholars although it has not been empirically tested. This article aims to examine if religious experience is necessary for interreligious learning and, if so, why this is the case. Adapting thoughts of Lindbeck and Bourdieu, it is assumed that pupils with religious experiences are at an advantage in interreligious learning because they perceive the structure of RE and see its relevance to their lifeworld. OLS-regression analysis and structural equation modeling (SEM) are used to test this assumption. The database consists of a sample of German ninth-grade RE students (N=952) from different types of school. The results show that religious experience positively influences active participation in interreligious learning, but that this influence declines when differences in students' ability to understand the instructions of the teacher and their evaluation of the relevance of RE are controlled. This is because religious experience has a positive influence on both the ability to understand the teacher's instructions and the evaluation of the relevance of RE, which in turn relates to their active participation. These findings provide evidence for the assumption that the influence of religious experience is a consequence of the design of current RE rather than an unchangeable relation between religious experience and interreligious learning.
Erfasst von	Externer Selbsteintrag
Update	2019/1