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TY  - THES
AU  - Meyer, Marie
TI  - Jugendliche Identitätsnarrative in einer Kultur der Digitalität : Chancen und Herausforderungen für Bildungsprozesse am Beispiel des Religionsunterrichts
PB  - Rheinisch-Westfälische Technische Hochschule Aachen
VL  - Dissertation
CY  - Aachen
M1  - RWTH-2024-10048
SP  - 1 Online-Ressource : Illustrationen
PY  - 2023
N1  - Veröffentlicht auf dem Publikationsserver der RWTH Aachen University 2024
N1  - Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2023
AB  - We live in a ‘knowledge and information society’ characterised by digital media. Behind this well-known social diagnosis lies the experience of many people who encounter images, information and data almost everywhere in their everyday lives. The fact that people are not only confronted with objective data and information in virtual worlds, but primarily with information that affects them, not only calls psychology as a discipline onto the scene, but also educational science and religious education. All three are concerned with the way in which we encounter the world, i.e. how we appropriate things, and both are well aware that digitalisation has changed our relationship to information on the one hand and to the emotions triggered on the other.Young people are not just people on their way to adulthood. Being a teenager means developing new interests and new relationships and discarding childish behaviour patterns. Now it's no longer just what the parents say that counts, but the first step is to resist it and then find your own way. On this - sometimes rocky - path of demarcation for all involved, the young person discovers their position in the world and creates a new image of their identity. This process is essentially narrative. Young people develop their view of themselves and the world through storytelling. Nowadays, young people gather a large part of their life experiences in virtual worlds. This is where they blog, chat, tweet, like, comment and post, building relationships with themselves, others and the world and constructing identities in contrast to others. In virtual worlds, they generate concepts of meaning and identity, discard them and create new ones. The resulting changes in relationships with the world and the self raise many questions that are highly relevant for educational science and, not least, for religious education. In addition to questions of developmental psychology and genuine pedagogical issues, the question of reality arises with increased urgency against the background of social developments, which is often thematised in the public sphere by means of a juxtaposition of ‘real’ and ‘virtual’. For better or worse, the question of reality always goes hand in hand with the question of faith. The question is, what do religious and virtual worlds have to do with each other? First of all, however, it is necessary to clarify the educationally responsible premises under which the topic of ‘media/digitality’ can be integrated into everyday school life. Shouldn't school remain a ‘media-free space’, as a few are calling for? And: How can children and young people be educated to use media in a healthy and competent, i.e. responsible, way? The coronavirus pandemic, which has presented almost the entire global population with many medical, social, psychological and educational challenges since February 2020, has accelerated the digitalisation process at schools and universities in a way never seen before. Even though many have realised during this time that a teacher can never be replaced by a robot and that school is more than just a place of learning, the shift to digital formats for school and work has given a jolt in the direction of the future. At the same time, many shortcomings have become apparent as a result of this sudden development, both on the part of students and teachers: The lack of equipment in schools, the lack of know-how (on both sides), the question of determining performance digitally. Some of these issues have been resolved over time, as the pandemic lasted longer than initially expected and hoped. Many teachers are now convinced that they will retain or further develop the content and methods they had to use in distance learning via digital media. The challenge of adapting schools and teaching to the digital learning and living environments of students is also being met with great vigour after coronavirus. In view of the social parameters outlined on the one hand and the research desiderata on the other, the dissertation focuses on the following question: To what extent can teaching and learning settings such as religious education offer (media) pedagogical and (media) didactic opportunities for the narrative identity constructions of young people in a culture of digitality? The work is fundamentally hermeneutic. Answers to the research questions are sought by means of sociological, educational science and religious education findings. It is based on the assumption that media and religion are in an insightful relationship with one another, one that reveals momentous perspectives for future-oriented religious education both in terms of content and methodology. Manfred Pirner rightly speaks of religion as a ‘hermeneutic key for media culture’ due to its significance for people, culture and the individual, which brings with it both a constructive and a critical perspective.
LB  - PUB:(DE-HGF)11
DO  - DOI:10.18154/RWTH-2024-10048
UR  - https://publications.rwth-aachen.de/record/995661
ER  -