Course Topics
See the individual course modules

Propaedeutic courses
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Teaching format
synchronous online sessions

Educational objectives
In particular, students should acquire the following skills and knowledge: - the ability to use concrete examples to illuminate the relevance of "religion" with regard to current social phenomena; - the ability to reflect on their own religious biography and denominational self-image; - knowledge of the basic testimonies and fundamental values of the Christian faith; - knowledge of the beliefs and basic values of the major world religions and the ability to situate these in the context of everyday kindergarten and school life; - knowledge of the rites and rituals, festivals and customs of their own culture and the ability to reflect on these with regard to their cultural origins and current significance; - the ability to deal with existential questions (e.g. separation, dying, death) in a child-appropriate way; - the ability to recognise the significance of religious and cultural plurality for kindergarten and school and to deal with this constructively in terms of interreligious and intercultural learning; - the ability to reflect on ethical and human rights issues in day-to-day kindergarten and school life and to deal with them skilfully; - the ability to qualify and innovatively organise the introduction of the area of "social education" (2019) - the ability to recognise the importance of political education in education, school and teaching as well as its methodical implementation and to be able to analyse it in a professionally relevant manner - the ability to familiarise themselves with basic concepts of democracy and state constitutions and to relate them to regional, national, European and global educational structures - the ability to understand, analyse and conceptually design educational institutions as social and political spaces of experience; - the ability to know the fundamental social and political challenges, to analyse them and to relate them to the work in kindergarten and primary school; - the ability to recognise the importance of basic democratic principles and the vulnerability of democracy. Expected learning outcomes and competences: Knowledge and understanding Students know the basics of world religions, especially Christianity, and are aware of their significance for human behaviour. They understand the background to religious rites and customs. They are familiar with the basics of religious language. Students know the basic concepts of democracy and state constitutions and can relate them to regional, national, European and global educational structures. They know the special significance of the media for social and political education. Applying knowledge and understanding Students will be able to categorise and meaningfully shape forms of religious expression. They know and understand the importance of social and political education in education, schools and lessons; they know the concepts of democratic education and can analyse them in a profession-related way and transfer them into concepts for educational practice. They are able to contribute to the conceptual and practical design of educational institutions as a social and political space of experience. Judgement Students are able to relate their everyday experiences with religion(s) to the scientific understanding of religions and to scrutinise them critically and constructively. They are able to critically analyse social and political challenges and draw conclusions for practical application. In addition, they can also use media analyses to make a reflexive, pedagogically based judgement on social and political education in the context of international, European, national and local regional structures and events. Communication Students are able to address religious topics in a responsible and academically reflective manner. Students are able to use socio-political terminology correctly when discussing case studies. They have the ability to change perspectives on theoretical grounds, have communicative strategies and can also critically reflect on their own behaviour on a meta-level. Learning strategies Students are aware that the discussion of religions must be scientifically sound. They are aware that the relationships between upbringing, education and society are subject to temporal and cultural-spatial changes and must be constantly re-analysed, reflected upon and shaped. They are able to utilise the available scientific knowledge resources critically and competently and link them to their own learning processes.

Assessment
Assignment of a single final assessment for the entire module on the basis of* A) a single-choice test (duration: max. 1 hour) and A) Single-choice test with four possible answers: - On the content of the two lectures ("Ethics and History of Religions" and "Social and Political Education"). There will be 30 questions, 16 of which will come from the contents of the lecture "Ethics and History of Religions" and 14 from the contents of the lecture "Social and Political Education".

Evaluation criteria
Clear and scientifically sound argumentation, ability to reflect and transfer knowledge. In the event of a negative assessment of the overall module, any positively assessed parts of the module will be taken into account the next time you take the module examination. Please note, however, that a negative assessment will also be included in the count of examination attempts in this case. According to the examination regulations, three attempts without passing will result in a block for three examination dates.