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Andrea Lehner-Hartmann

The question of truth within the context of (religious) plurality: a challenge for religious education

Religious pluralisation prompts individuals to make decisions. As religious affiliation becomes less self-evident, religious education in schools faces the challenge to provide access to religious traditions and at the same time support pupils in deciding for or against a particular religious conviction. Thereby, one must keep in mind that the pupils' worlds themselves can be very heterogeneous. Truth claims are inherent in religions. Every religion argues from its own understanding of the world and the truth it contains.  The subject is searching for the one truth that cannot exist in the plural. For religious education, distinguishing between certitude of truth and interpretation of reality is essential. Religious interpretations of reality introduce a different way of perceiving the world. Certitude of truth comes from the awareness of encountering something beyond oneself. Pedagogical contexts aim less at abstract reasoning than at existential truth, leading to a life out of that truth. Religious truth does not mean possessing but becoming. Religious educational processes introducing the question of truth into religiously plural contexts with heterogeneous learning groups face a complex challenge. Critical points of orientation are: Clarification of the understanding of truth, recognition of the other, formation of dialogue and conflict skills, change and interweaving of perspectives, learning in controversy, learning about relationships.

Univ.-Prof.i.R. Dr.iur.

Josef Marko

Institut für Öffentliches Recht und Politikwissenschaft

Telefon:+43 316 380 - 3374
Fax:+43 (0)316 380 -9452

Organisational Contact

Dr.phil. MA

Lukas Waltl

Institut für Öffentliches Recht und Politikwissenschaft


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