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In this article the method of Scriptural Reasoning (SR), a text-based approach to interreligious dialogue between participants of the three Abrahamic religions, was implemented for a teacher education setting at a German university. Not only students with an outspoken religious conviction but also agnostic and atheist students, preparing themselves to become teachers in public schools, were invited into the conversation. The article documents and discusses the qualitative-empirical research in which the SR meetings were embedded. The aim of the article is not to create a hermeneutical "theory" for SR but rather to explore how SR as a "method", with its specific learning "tool" of text-work, can be turned into a broader didactical "model" which can be transferred to other learning environments and which can in the long run provide empirical evidence on successful teacher education in multi-religious and multi-worldview societies and schools.

This paper deals with the question of an appropriate preparation of teacher students of Catholic Theology for everyday school life characterized by pluralism, which increasingly requires a fundamental change in the traditional structures of Religious Education in Germany. Based on the assumption proclaimed in the theoretical discourse that practical interreligious dialogue is the ideal way for successful interreligious learning, the focus of the empirically designed research project described below (SR study) is the implementation of such a dialogue, which is initiated by the method of Scriptural Reasoning (SR). The results of the SR study point to opportunities as well as challenges of learning by dialogue, from which conclusions can be drawn for a didactically coherent implementation of the SR method in teacher education in Catholic Theology. [ABSTRACT FROM AUTHOR]

This paper documents the central findings of the first round of the SpiRiTex-Project "Sacred Spaces, Rituals and Texts in European Teacher Education", which was conceived as a pilot project, running in the Northern part of Belgium (Flanders) from the 21st till the 25th of May 2018. The general aim of the project is to introduce future teachers of religious education in powerful learning environments, in which they can discover the spiritual and religious capital of Europe. Through direct experiences they are invited to learn in the presence of European fellows in theology and religious education teacher education. The basic assumption of the project is that the three spiritual sources can become vital re-sources for personal and professional development, when they are re-created, re-defined and re-appropriated in the very act of learning. This paper offers a qualitative-empirical insight in the first pilot project in Flanders, in which the focus was on the element of sacred space. [ABSTRACT FROM AUTHOR]

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In this article the method of Scriptural Reasoning (SR), a text-based approach to interreligious dialogue between participants of the three Abrahamic religions, was implemented for a teacher education setting at a German university. Not only students with an outspoken religious conviction but also agnostic and atheist students, preparing themselves to become teachers in public schools, were invited into the conversation. The article documents and discusses the qualitative-empirical research in which the SR meetings were embedded. The aim of the article is not to create a hermeneuticaltheoryfor SR but rather to explore how SR as amethod, with its specific learningtoolof text-work, can be turned into a broader didacticalmodelwhich can be transferred to other learning environments and which can in the long run provide empirical evidence on successful teacher education in multi-religious and multi-worldview societies and schools. [ABSTRACT FROM PUBLISHER]