Abstract
This article addresses the question of how exegesis is received today in the planning and design of Biblical learning in religious education in Germany. It first clarifies hermeneutical and exegetical categories such as the distinction between the word of God and a literary work or the distinction between synchronic and diachronic analysis. Then it asks to what extent these categories are used in ...
Abstract
This article addresses the question of how exegesis is received today in the planning and design of Biblical learning in religious education in Germany. It first clarifies hermeneutical and exegetical categories such as the distinction between the word of God and a literary work or the distinction between synchronic and diachronic analysis. Then it asks to what extent these categories are used in religious education in the field of Biblical learning. To this end, the study focuses on two elementary school textbooks and their teacher’s manuals that are widely used in several German states. Finally, the article reflects on the findings in a broader context of teacher education and teaching quality.
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