Religious sensitivity

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Religious sensitivity or religious sensitivity is first and foremost generally the sensitivity , openness, responsiveness and ability to perceive religious phenomena and, as such, one of the competencies in action and judgment typical of religiosity .

In pedagogy, religious sensitivity is a specific competence of educators, whether educators, social workers or teachers, which makes interreligiousness and interculturality possible, especially in the context of child and youth welfare institutions, daycare centers or schools . It is generally considered a dimension of social professional competence and is therefore also applied to all fields of medicine, nursing, life counseling and crisis management (e.g. death and grief counseling).

Requirements and attitudes

The competence of religious sensitivity requires:

  1. that the educators have clarified "their own religious point of view";
  2. that they perceive “injustice and guilt, joy and hope”;
  3. that they can "reconcile and celebrate the faith";
  4. that they take "seemingly banal questions ... as philosophical or religious" seriously and thus open up horizons;
  5. that they are “attentive to rites, spaces and times”, “which break through everyday life and point to something beyond it”;
  6. that they perceive "the religions ... and their festivals".

Religious sensitivity needs an attitude of mindfulness, sensitivity, cautiousness and respect for the social phenomenon of religion. An interest in religious traces in one's own biography and in the life of the client is also required. The educational reference persons should "perceive and acknowledge, challenge and accompany" the hopes, the spiritual moments, the existential longings and the experiences of unconditionality and transcendence .

Pedagogical fields of practice

Where this competence comes into play, religion-sensitive upbringing, education, pedagogy, advice and support take place. Young people in particular have a right to orientation and support in religious matters, so that religious sensitivity, especially in the area of ​​education and school, has led to the development of concepts of religious education.

In the years from 2005 to 2008 a special concept for home education was developed as part of the research project "Religion in Youth Welfare" at the Don Bosco Benediktbeuern youth pastoral institute under the title "Religion-sensitive education" . In the meantime, this concept has also been transferred to other educational fields, for example to day-care centers or schools. The " Rauhe Haus " in Hamburg, in cooperation with the Academy of World Religions, which is also located there, has further developed the Benediktbeurer concept into a "culture and religion-sensitive education" for its social institutions.

Individual evidence

  1. ↑ Ulrich Hemel: Philosophy of Religion and Philosophy of Religiosity. An approach through the typology of religious lifestyles. In: Hans-Ferdinand Angel: Religiosity: Anthropological, theological and sociological clarifications. 2006, p. 102.
  2. ↑ Katrin Bederna, religion-sensitive education in day-care centers, in: Katrin Bederna and Hildegard König (eds.): Does God live in the day-care center? Religion-sensitive education in day-care centers, Berlin 2009, p. 27
  3. ↑ Martin Lechner, Justice for Young People with Religion, in: Neue Caritas, 2011, No. 15 ( online )
  4. ↑ See Friedrich Schweitzer, The search for one's own faith. Introduction to religious education for adolescents, Gütersloh 1996, p. 153.

literature

  • Martin Lechner / Angelika Gabriel (eds.), Religion-sensitive education. Impulses from the research project, "Religion in Youth Welfare" (2005-2008) , Munich 2009 - ISBN 978-3-7698-1741-6
  • Martin Lechner / Martin Schwer (ed.), Work book Religionssensible Erziehungshilfe, “Religiously sensitive education in the services and institutions of educational assistance in the Diocese of Rottenburg-Stuttgart” , Berlin 2009 - ISBN 978-3-8680-5341-8
  • Katrin Bederna / Hildegard König (ed.), Does God live in daycare? Religion-sensitive education in day-care centers , Berlin 2009 - ISBN 978-3-5892-4670-0
  • Martin Lechner / Angelika Gabriel (eds.), Focal points. Religion-sensitive education in practice , Munich 2010 - ISBN 978-3-7698-1832-1
  • Gudrun Guttenberger and Harald Schroeter-Wittke (eds.): Religionssensible school culture. Jena 2011, ISBN 3941854542 , in it: Henning conclusion : Religious sensitivity as educational competence. Pp. 211–224 Online as a PDF file .
  • Judith Weber, Religion-sensitive education in day-care centers. An empirical qualitative study on religious education and training in the context of elementary education , Münster 2014 - ISBN 978-3-8309-8150-3
  • Martin Lechner, Norbert Dörnhoff, Stephan Hiller (eds.), Religion- sensitive education in youth welfare. Support disadvantaged children and young people in their religious development. ; Freiburg 2014 - ISBN 978-3-7841-2624-1
  • Silke Leonhard, religious sensitivity - reflections on a religious pedagogical category , in: M. Gofheinz and H. Noormann (eds.): What is education in the horizon of religion? , Stuttgart 2014, pp. 106–116
  • Friedrich Schweitzer, Albert Biesinger (Hrsg.): Culturally and religiously sensitive ?: Interreligious and intercultural competence in education for the elementary level , 2015, ISBN 3830982593
  • Andreas Stehle, Religious Education Competencies and Personal Attitudes of Educators: Empirical Approaches and Perspectives for Practice , Waxmann, Münster 2015, ISBN 3-8309-8266-6 (= interreligious and intercultural education in childhood , volume 6, also a dissertation at the University of Tübingen 2015).

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