Florian Dinger directs his study from a systematic, comparative, and historical perspective, presenting various types of performative RE and comparing the impulses they provide with the breakthroughs made in the performative didactics of neighbouring disciplines. His results provide fresh impetus for RE lessons of the future.

Protestant religious education in public schools aims to explicate and illustrate religion in the classroom comprehensible. Can and should it do so by adopting performative practices on a trial basis? What are the challenges, prerequisites and implications of a performative turn in contemporary didactic reflection? And how can this kind of RE be made viable and practicable for as many participants as possible? Florian Dinger directs his study from a systematic, comparative, and historical perspective, presenting various types of performative RE and comparing the impulses they provide with the breakthroughs made in the performative didactics of neighbouring disciplines. He also discusses corresponding tendencies in the history of reflection on Christian RE teaching. His results lead to the question of how feasible these methods of learning are and thereby provide fresh impetus for RE lessons of the future.

Autorentext
Geboren 1983; 2005-10 Studium der Ev. Theologie und Germanistik; 2010-12 Referendariat in Hann. Münden; 2012-15 wissenschaftlicher Mitarbeiter am Lehrstuhl von Prof. Dr. Bernd Schröder in Göttingen; seit 2015 Lehrer für Evangelische Religion und Deutsch an der Geschwister-Scholl-Gesamtschule Göttingen; seit 2018 Lehrbeauftragter für Religionspädagogik an der Georg-August-Universität Göttingen; 2018 Promotion.