»Godly Play« das klingt überraschend und überrascht in der Tat. Godly Play ist ein sehr kreatives religionspädagogisches Gesamtkonzept, das versucht, neue Lernwege zu beschreiten und die Lernenden in den Mittelpunkt der Reflexionen zu stellen. Der amerikanische Religionspädagoge Jerome W. Berryman steht in der Tradition der Montessori-Pädagogik, die in der vorliegenden Arbeit ausführlich als Grundlage von Godly Play behandelt wird. Berryman nimmt zudem Überlegungen aus der Spieltheorie, Gedanken des britischen Kinderarztes und Psychoanalytikers D. W. Winnicott, schöpfungstheologische Ansätze, sprachphilosophische Reflexionen, darstellendes kreatives Arbeiten, Überlegungen zur Kreativität und Imagination und nicht zuletzt »Story Telling« in sein vielseitiges Konzept auf. Godly Play lenkt den Blick auf die Gemeinde als Ort des Lernens.Pranieß' Untersuchung betrachtet Montessori-Pädagogik aus religionspädagogischer Perspektive und trägt so zum Diskurs über Religionsvermittlung bei.Ausfürhliche Informationen zum Konzept des »Godly Play« bietet die Website www.godlyplay.de

Autorentext
Martin Pranieß studierte evangelische Theologie in Wien. Er promovierte 2007. Derzeit ist er in einer Non-Profit-Organisation im kommunalen Sozialbereich in Wien tätig.

Leseprobe
Topic: The American religious educator Jerome W. Berryman offered a theoretical outline geared to practical experience in organizing religious instruction in his book "Godly Play. An Imaginative Approach to Religious Education" (1991). Since the religious educator Jerome W. Berryman consciously sees himself as standing in the tradition of Montessori pedagocics, I initially consider it to be important to investigate the fundamental views of Maria Montessori. I will show Montessori's pedagogical 'realm of thought' and her connection to religious and theological ways of thinking. Berryman's mode of operation offers a very creative handling of most diverse findings and factors. Not only were thoughts from the Montessori method incorporated but also reflections on the theory of play, thoughts of the British pediatrician and psychoanalyst D.W. Winnicott, approaches to creation and theology, philosophical reflexions on language, descriptive creative work, thoughts on creativity and imagination, and, last but not least, story telling.In conclusion specific places of learning in school and parish were investigated. What impulses stem from the 'Godly Play' or rather Montessori pedagogics that are relevant to the current religious pedagogical situation?Method: In attempting to understand the Montessori pedagogue Berryman and his concept of 'Godly Play' I tried to clarify his attitude with respect to Maria Montessori or rather the subsequent Montessori pedagogics. This mode of operation includes a (comparative) historical perspective.When working on and with texts you find yourself in the wide field of hermeneutics. Hermeneutics searches for general rules, with the help of which texts are understood and interpreted. After all, texts are created in their own language, in a specific era and are associated with the imaginary world of the author. The reader as 'recipient' of a text plays an active role in claiming the meaning of the text. The author 'let go' of 'his' text when putting it down on paper, he can no longer insist on what the text means for the respective reader and for every reader it has a different meaning. The reader has to find and understand the meaning of the text anew. However, the reader can not appropriate an author by means of his texts, he can merely draw nearer, but he can never understand him entirely. Comprehension remains partial and open.