Abstract

Working with art is considered to have a special potential for heterogeneity-sensitive learning processes. It should pick up on elementary experiences, open up emotional access and diverse learning paths, and serve different learning types, strategies, and levels. In the heterogeneity-sensitive didactics of religion and art, however, these assumptions have not yet been empirically proven, and, in general, theoretical designs dominate in the heterogeneity-sensitive didactics of religion. In our contribution, we explore the question of how art processes enable heterogeneity-sensitive learning processes in religious education and help to reduce social inequality. For this purpose, we evaluate the first results of our qualitative empirical study on heterogeneity-sensitive learning processes with art in religious education (hekuru, which is based on subject didactic development research. There are initial indications that, contrary to widespread opinions, the thesis of a generally easy accessibility of art proves that needs have to be differentiated, and that special milieu sensitivity is advisable.

Full Text
Paper version not known

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call