Next Article in Journal
Education for Social Transformation (EST) in the Caribbean: A Postcolonial Perspective
Next Article in Special Issue
Convergence Education of Medicine and Theology in a Secular Age
Previous Article in Journal
“How Real People Really Need Mathematics in the Real World”—Authenticity in Mathematics Education
Previous Article in Special Issue
Religion and Negotiation of the Boundary between Majority and Minority in Québec: Discourses of Young Muslims in Montréal CÉGEPs
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2018, 8(4), 196; https://doi.org/10.3390/educsci8040196

Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom

1
Department of Social and Emotional Development in Rehabilitation and Education, TU Dortmund University, 44221 Dortmund, Germany
2
Department of German Language and Literature, TU Dortmund University, 44221 Dortmund, Germany
*
Author to whom correspondence should be addressed.
Received: 12 October 2018 / Revised: 1 November 2018 / Accepted: 2 November 2018 / Published: 7 November 2018
(This article belongs to the Special Issue Education and Religion in a Secular Age)
Full-Text   |   PDF [205 KB, uploaded 7 November 2018]

Abstract

In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worldview diversity? Does worldview diversity in schools exist, and if so, how can we recognize it in its plurality and complexity? How can we acknowledge different worldviews in the context of a changing inclusive school system? In this article, we would like to present the theoretical foundation, the research setting and the first findings of our ongoing pilot studies of worldview education at an inclusive German school. The experiments are part of a larger project context that is also described. The case study presented in this article, in which innovative language and machine learning technology was used for data analysis, illustrates the potential of inclusive methods and didactic concepts such as Universal Design for Learning, Learning in the Presence of the Other, and Reflexive Inclusion for inclusive worldview education in the context of a religiously pluralized and secularized society. View Full-Text
Keywords: inclusion; worldview education; universal design for learning; learning in the presence of the other; reflexive inclusion inclusion; worldview education; universal design for learning; learning in the presence of the other; reflexive inclusion
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Bartz, J.; Bartz, T. Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom. Educ. Sci. 2018, 8, 196.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top