Moving religion lessons

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Moving religious instruction is a religious educational concept in which principles of rhythm , psychomotor skills and improvisational theater are combined. Lesson content is offered and communicated in perception and movement games . Internal and external points of view of teachers and learners should be set in motion; spatial movement should correspond with "inner movement". It was designed in the early 1990s by Elisabeth Buck , who has continued to develop it since then. Buck understands her approach to the design of lessons in the sense of the convergence model of religious didactics as a theological-pedagogical discipline in which theology and pedagogy relate to one another and question one another. The concept will focus on religious learning that is not limited to knowing facts, but is allowed to develop in perceiving, discovering, marveling and getting involved.

The Swiss sports teacher Urs Illi had already created the Moving School project in the early 1980s , which is now being designed and implemented in different forms. Moving Religious Education differs from this in that movement is not only understood as a teaching method, but rather the movement itself is regarded as a place where religious teaching content and issues are found. In the movement game, learners should have the opportunity to discover religious symbols from the relevance of their own experience and to deal with them critically.

Learning theory background

The Moving religious education as a form of cognitive learning is based on the theory of communication learning model of Werner Radigk , man informed after in several stages about himself and his environment:

  • At the first information level, learning takes place through direct sensory perception and body movement.
  • On the second information level, learning takes place through language. Sensual experience is symbolized in sound codes.
  • At the third level of information, learning takes place through writing. Sensual experience and language are symbolized in written codes.

According to Radigk, these levels are not hierarchically related to one another; sustainable learning rather connects these information levels with one another and thus does justice to the processing capabilities of the human brain.

Theological background

According to Buck, biblical texts describe movements in the literal and figurative sense such as flight, homecoming, departure, repentance, etc., as well as the movement of God who moves towards people and accompanies them in their movement. She concludes that the “ incarnation ” becomes a radical “movement of God into humanity”. The dynamic of the Christian faith has therefore brought about reforms and new beginnings again and again up to the present day. The moving religious instruction should open up scope to deal with this dynamic. Buck thus brought sensual perception and body expression as an examination of religious symbolism into the religious didactic discussion and made it concrete.

Process character

This form of religious education is process-oriented and dispenses with fixed learning objectives . Movement games serve to initiate individual approaches and viewpoints on the content of the lesson. The aim is to provide a space for communication against the background of the plurality of children and adolescents, taking into account the individual and culturally different body identities of the students.

Methods

Methodically, this lesson is essentially based on perception and movement games that are in the field of tension between social interactions , creative design processes and sensorimotor experiences. Buck speaks of "game" with clearly defined rules of the game insofar as these methods are not "exercises". The individual perceptual experiences, which are often linked to stories or texts, are viewed as the basis for the further course of the lesson. They are discussed in the class community, implemented creatively in the “lesson booklet” and are intended to reveal new perspectives.

Role of the teacher

A good relationship between teachers and learners is a basic requirement for religious instruction in motion . This includes empathy, your own enthusiasm for playing, a willingness to improvise and humor . The teacher should be able to perceive moods of the class and individuals and set limits where people are degraded or endangered. On this basis, “fixations” can break open and put into perspective.

Further development

Buck doesn't see her approach as an immutable construct. The student body and society are changing , the main topics change. For the further development of active religious instruction , experience, self-portrayal, self-assessment and physical activity in society should therefore be constantly observed and examined. It assumes that in the relationship of the individual to his body and in the image of the body that a society develops, the respective value systems are reflected as well as the respect or disregard for human dignity , the awareness of and attitude to mortality, the will to Showing self-determination or manipulation and the longing for happiness .

literature

  • Gottfried Adam, Rainer Lachmann (ed.): Methodical compendium for religious instruction 2, advanced course. Göttingen 2002, ISBN 3-525-61411-X , p. 209ff, p. 294ff.
  • Elisabeth Buck: Moving religious instruction. 4th edition Göttingen 2004 (1997), ISBN 3-525-61107-2 .
  • Elisabeth Buck: Come and Play, Volume 1, Moving Religious Education in the 1st and 2nd school year. 3rd edition Göttingen 2004, ISBN 3-525-61388-1 .
  • Elisabeth Buck: Come and Play, Volume 2, Moving Religious Education in the 3rd and 4th grade. 2nd edition Göttingen 2004, ISBN 3-525-61389-X .
  • Elisabeth Buck: Religion in Motion, Moving Religious Education in the 5th and 6th school year. Göttingen, 2005, ISBN 3-525-61583-3 .
  • Elisabeth Buck: Breaking new ground - moving religious instruction in the 7th - 9th grade. Munich 2011, ISBN 978-3-882-07406-2 .
  • Elisabeth Buck: Faith in Motion - Scope for Catechetics in Congregation. Göttingen 2003, ISBN 3-525-61484-5 .
  • Martin Liechti: First-hand experience, tactile-kinesthetic sensory experience as a process of understanding the world. Dissertation, Heidelberg 2000, ISBN 3-8253-8270-2 .
  • Werner Radigk: Cognitive Development and Cerebral Dysfunction. Dortmund 1991, ISBN 3-8080-0183-6 .
  • Horst Rumpf: The ignored sensuality, Weinheim and Munich. 3rd edition 1994, ISBN 3-638-29565-6 .
  • Horst Rumpf: About the civilized body and its school fate. In: Pedagogy. 48th year, issue 6 / June 1996.

Web links

Individual evidence

  1. ^ Georg Hilger , Werner H. Ritter (Ed.): Religionsdidaktik Grundschule. Munich 2006, p. 26.
  2. ↑ Elisabeth Buck: With head, heart, hand and foot. In: Michael Wermke (Ed.): For good reason: Religious instruction. Göttingen 2002, p. 99f.
  3. ^ Sybille Becker: Body - Education - Gender, Perspectives for Religious Education. Diss. Frankfurt 2001, p. 68.