Zwischen Neutralität und Positionalität - Perspektiven von Religions- und Philosophielehrkräften im Dialog.

The article "Between Neutrality and Positionality - Perspectives of Religious and Philosophy Teachers in Dialogue" by René Torkler and Uta Pohl-Patalong discusses the complex relationship between religious and philosophy education. It highlights similarities and differences regarding the positioning and neutrality of teachers in both subjects. The article emphasizes the importance of interdisciplinary dialogue and identifies mutual learning potentials. It points out that religious education faces significant difficulties in a pluralistic society and has a "positionality problem." Philosophy education, on the other hand, is considered egalitarian as it considers various perspectives and does not favor any particular position. The text addresses the topic of positionality in education, particularly in philosophy and religious education. It notes that neutrality in education is not possible and that teachers bring their own positions and attitudes into the classroom. The positionality of teachers can be reflected in various aspects of teaching, such as the selection of topics, facilitation of discussions, and lesson design. The text discusses the positioning of religious and philosophy teachers in education. In religious education, both the denominational and individual religious positioning of teachers play a role. In philosophy education, teacher positioning can be productive as long as it remains within the framework of ideological neutrality. It is noted that there is a clear difference in positioning between philosophy and religious teachers. The article "Positioning through Setting Boundaries" discusses the positioning of philosophy and religious teachers. It distinguishes three different forms of intervention: legal-institutional reactions, pedagogical reactions, and disciplinary reactions. The article emphasizes the mutual learning potentials between philosophy and religion and that positionality is also relevant in other subjects. The article discusses the possibility of addressing a religious perspective in a philosophical manner in philosophy and ethics education. It emphasizes that religious education cannot exclusively claim to promote the discussion of ideological positions. The article suggests that the positionality of teachers in philosophy education can play a crucial role and that the clear orientation of philosophy sharpens the awareness of when Christian ultimate justifications are used in religious education. [Extracted from the article]