Genesis und Greta-Wetter: Nachhaltiges Lernen durch induktive Sprachreflexion im Religionsunterricht

Sustainable learning by inductive speech reflection in religious education

Abstract

The privatization of religiousness and the associated semantic discrepancy between ecclesiastical-biblical semantics and youth language has been making new demands for sustainable religious learning processes on religious education and correlation didactics for over twenty years. Due to the lack of religious socialization, children lack religious previous experience and religious vocabulary, which causes their disadvantages in correlative transfer services in religious education. As a result, sustainable learning is already avoided due to the lack of activation of prior knowledge owing to semantic discrepancies in the language working process.

This article explains the reasons and consequences of current religious language inability using cognitive psychological and psycholinguistic models for language processing in the mental lexicon to show the differences in correlative information processing between non-religious and religious pupils. The religious didactic method of inductive speech reflection solves semantic discrepancies in a language-sensitive way by considering the psycholinguistic processes it takes into account the language learning situation of children and adolescents. Due to the youth language and other sociolects, many pupils have created their own religious language, which is primarily shaped by the media, peer groups and leisure interests and which enables them to gain initial access to biblical texts. In heterogeneous learning settings of religious instruction, inductive speech reflection enables different religious language requirements of children and adolescents and enables them to sustainable religious learning.