Wahrnehmen von Gottesbildern als forschend-evaluierendes Lernen: Reflexive Religionslehrerbildung an der Hochschule auf der Grundlage des symbolisch-kritischen Ansatzes

Since the formation of students occurs at universities, we face a difficulty in grounding students in competencies of action. This issue has recently been stimulated through field research by university students into teaching and learning in educational settings. However, the effort to impart competencies of research on the one hand, and competencies of perception and competencies of action on the other, raises a new question: What is the proper relation between science and the praxis of religious education? In answer, the author first focuses on three theories of knowledge, using a symbolic-critical approach: the scientific praxis of religion pedagogy, the religious educational praxis of primary and secondary education, and an integrated approach. To demonstrate the training of perception, the author next presents an example of interpreting an image of God according to the “documentary method,” a qualitative research approach developed by Ralf Bohnsack. Finally, the author discusses reflexivity as a metacompetence that can lead to habitus formation, before looking at expanded insights that can affect religious pedagogical actions. Results and further perspectives on the topic conclude the article.