Bildungsziele
The objective of the module is to introduce knowledge of the topics covered and to initiate the development of specific professional skills.
In particular, students are expected to acquire the following ca-pabilities and knowledge:
- Ability to use concrete examples to illustrate the relevance of 'religion' in terms of contemporary social phenomena;
- Ability to reflect on one's own religious biography and confessional identity;
- Knowledge of the dogmas and values of the world's major religions; Ability to integrate them into concrete school life;
- Knowledge of the rites and rituals, festivals and customs of one's own culture and ability to reflect on cultural origins and current significance;
- Ability to deal with existential questions (e.g. separation, death) in a child-friendly manner;
- Ability to reflect and deal professionally with ethical problems and human rights issues as they arise in everyday school life;
- Ability to perceive the importance of religious and cultural pluralism for the school and to deal with it constructively in the sense of interreligious and intercultural learning;
- Knowledge of the rules of civil coexistence and functioning of institutions, especially in relation to school life;
- Ability to develop a conception of one's own citizenship on four levels: individual, social, spatial, temporal;
- Ability to reflect on one's own idea of citizenship and participation in social life, starting from one's own living environment;
- Being able to identify and evaluate one's own, group, and community rights;
- To develop critical thinking in order to direct one's action according to principles of sharing, participation, dialogue and respect for differences.
Expected learning outcomes and competences
Knowledge and understanding
Students know the main elements of the historical-critical debate around the birth of religions, their historical development and their role in shaping different contemporary cultures. They know the general lines of ethical reflection around the great existential questions. They know the lines of development of the concept of citizenship and participation.
Ability to apply knowledge and understanding
The students know how to contextualise knowledge of the history of religions, ethical understanding and citizenship education in everyday teaching, where the national indications explicitly require this and where children's questions are addressed.
Autonomy of judgement
Students know how to critically evaluate their own experience, in terms of religiosity and participation in civil life, and the existential questions of children, in order to build a classroom climate open to dialogue, cultural diversity and reflection on religious, social and ethical issues.
Communication skills
Students know how to converse on religious, ethical, social and civic issues, using appropriate logic and vocabulary, referring to a scientific and historiographical approach.
Learning skills
Students are able to critically evaluate their own scientific investigation of religious experience and dialogue, ethical issues and active participation in different forms of citizenship.