Religion & Musik im Unterricht: Partizipationsmodi als pädagogisch-didaktische und differentiell-psychologische Perspektive

A pedagogical and differential psychology’s perspective on participation modes

Abstract

Church music, musical bibliodrama or mystical sound-scene improvisation involve both aesthetic and religious experience, hence their significance for religious and music education. In this context, qualitative factor analysis of students’ individual approaches allows us to distinguish a cognitive-analytical, an aesthetic-receptive, an emotional-empathetic and a mystical-transpersonal participation mode. Going hand in hand with the discrete manifestation of these modes, education enhances cultural awareness, shapes personality traits, encompasses health-promoting factors and deepens faith.