Die Wahrnehmung der Religiosität von Kindern und Jugendlichen im konfessionell-kooperativen Religionsunterricht NRWs durch die Lehrpersonen

Abstract

This contribution explains how teachers of cooperative religious education (kokoRU) from North Rhine-Westphalia perceive the religiosity of their students and what role they ascribe to it in light of the didactic concept (authentic speaking situation, ability to take a stand, adopting perspectives, etc.). As reasons for the students’ distance from denominational references, they name, among other things, a lack of religious socialization, mixed-denominational or mixed-religious parental homes, and the parents’ desire not to monopolize their children with religion. The teachers do not perceive a confessional ability to take a stand that is necessary for kokoRU, a confessional consciousness is irrelevant for the students’ world of life.