Dialogical learning in the teacher training program of Catholic theology. Empirical studies on the implementation of Scriptural Reasoning

This paper deals with the question of an appropriate preparation of teacher students of Catholic Theology for everyday school life characterized by pluralism, which increasingly requires a fundamental change in the traditional structures of Religious Education in Germany. Based on the assumption proclaimed in the theoretical discourse that practical interreligious dialogue is the ideal way for successful interreligious learning, the focus of the empirically designed research project described below (SR study) is the implementation of such a dialogue, which is initiated by the method of Scriptural Reasoning (SR). The results of the SR study point to opportunities as well as challenges of learning by dialogue, from which conclusions can be drawn for a didactically coherent implementation of the SR method in teacher education in Catholic Theology.

inter-religious learning, inter-religious dialogue, worldview education, interworldview dialogue, teacher education, Scriptural Reasoning