In: Formation et pratiques d’enseignement en questions : revue des HEP de Suisse romande et du Tessin, 2015, no. 20, p. 179-188
Si la déontologie relève d’une éthique professionnelle appliquée (Prairat, 2009) et s’il faut réfléchir au développement d’une éthique et déontologie enseignantes, quel pourrait être actuellement le lieu où ces questions sont abordées dans la formation initiale des enseignants ? Nous aimerions montrer en quoi la mise en oeuvre d’une didactique critique et réfléchie de...
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In: Zeitschrift für Religionskunde / Revue de didactique des sciences des religions, 2015, no. 1, p. 63-71
In October 2014, a new harmonized syllabus has been published for the German speaking Swiss school system. This contribution questions the definition and location of “religion”, discusses it in the light of a study of religions approach and draws conclusions for subjectspecific didactics.
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In: Zeitschrift für Religionskunde / Revue de didactique des sciences des religions, 2015, no. 1, p. 8-25
This article describes the current situation regarding non-denominational religious education in Swiss schools and relates it to the founding of the new journal, Revue de didactique des sciences des religions. The shift that has taken place in compulsory schooling from a denominational or interreligious teaching with opt-outs to a teaching designed for all pupils raises new challenges both for...
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In: Zeitschrift für Religionskunde / Revue de didactique des sciences des religions, 2017, vol. 4, p. 61-69
In October 2014, a new harmonized syllabus has been published for the German speaking Swiss school system. This contribution questions the definition and location of “religion”, discusses it in the light of a study of religions approach and draws conclusions for subject- specific didactics.
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In: Zeitschrift für Religionskunde / Revue de didactique des sciences des religions, 2017, vol. 4, p. 70-78
In view of the harmonized curricula Plan d’études romand and Lehrplan 21, teachers are challenged with providing lessons about the topic of religions for all pupils while observing their right to freedom of religion. This contribution presents four empirically based types of teaching “religion”. They can be condensed into two major types of religion education: religious education and study...
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In: Educateur, 2018, no. 5, p. 9-11
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