Fachdidaktik Religion

Religious Education does not merge into a »subject didactics of religion«, but it also cannot do without such a didactics of the school subject (Protestant) religion. For Religious Education in schools is and remains by far the most extensive public place of learning religion and learning about religion respectively in Germany. The literature report works out main focuses of the subject-didactical development under consideration of about 200 book publications. Part 1, published in the previous issue, contains a discussion of textbooks and questions of principle, followed in Part 2 (in this issue) by commentaries on didactic concepts, and on subject- and school-formrelated didactictal reflections. In the very last section, some general observations on developments in the field of »didactics of religion« in the past decade are given.

HANS-GÜNTER HEIMBROCK (Hg.), Taking Position. Empirical Studies and theoretical reflections on Religious Education and worldview (Religious Diversity and Education in Europe 33). Münster/New York: Waxmann 2017, 243 S. – HEIKE LINDNER/MIRJAM ZIMMERMANN (Hg.), Schülerfragen im (Religions-)unterricht. Ein notwendiger Bildungsauftrag heute?! Neukirchen-Vluyn: Neukirchner Theologie 2011, 285 S. – STEFANIE LORENZEN, Entscheidung als Zielhorizont des Religionsunterrichts? Religiöse Positionierungsprozesse aus der Perspektive junger Erwachsener (Praktische Theologie heute 174). Stuttgart: Kohlhammer 2020, 362 S. – ANNEGRET REESE-SCHNITTKER/DANIEL BERTRAM/DOMINIC FRÖHLE (Hg.), Gespräche im Religionsunterricht. Einblicke – Einsichten – Potenziale (Religionspädagogik innovativ 45). Stuttgart: Kohlhammer 2022, 532 S. – THERESA SCHWARZKOPF, Vielfältigkeit denken. Wie Schülerinnen und Schüler im Religionsunterricht argumentieren lernen (Religionspädagogik innovativ 15). Stuttg