Zur prägenden Rolle von Religionslehrpersonen in der Erinnerung ehemaliger Schüler*innen: Teilergebnisse des Oral History-Projekts 'Religiöse Vielfalt an Wiener Schulen der Zwischenkriegszeit'

Partial results of the oral history project 'Religiöse Vielfalt an Wiener Schulen der Zwischenkriegszeit'

Abstract

The article looks at a dimension of the teacher-student interaction that has repeatedly been discussed in the wake of John Hattie. Based on a total of 24 detailed oral history interviews, it focuses on the longue durée of memories of (religion) teachers. The article analyses how contemporary witnesses, who attended Viennese
schools in the interwar period, remember their teachers in the present. The analyses show on the one hand that teachers who were generally remembered positively can still be present as personalities decades after their pupils attended school. Teachers characterized as negative, on the other hand, are very rarely remembered in the long run. The same applies to the concrete content of lessons. Even in their memories of a clearly defined subject such as religious education, the eyewitnesses in the interviews hardly ever refer to concrete subject content.