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[English Version] . R. im weiten Sinn sind alle Personen, die intentional Lernsituationen arrangieren, welche Kindern, Jugendlichen oder Erwachsenen einen rel. Zugang zur Wirklichkeit öffnen (auch und gerade Eltern, Pfarrer und Pfarrerinnen, Erwachsenenbildner und -bildnerinnen [ Erwachsenenbildung] etc.). R. im engeren Sinn unterrichten nach einer professionellen Ausbildung (Diplomtheol., Lehramt etc. [ religionspädagogische Ausbildung, Religionspädagogik]) und kirchl. beauftragt (Vokation, missi…

[German Version] Religion teachers in the broadest sense are all those persons who set up – with intent – learning situations that open up for children, youths, or adults a religious approach to reality (including esp. parents, pastors, adult educators [Education of adults], etc.). Religion teachers in a narrower sense have received professional training (theology diploma, teacher training, etc. [training and coaching of religion teachers, religious education, science of]) and, at least in Germany…

[German Version] Developed by Leon Festinger in 1957, the theory of cognitive dissonance is one of the most important and influential theories of social psychology, and has since inspired thousands of studies. The theory claims that human beings go to great lengths to preserve a balance in their opinions, attitudes, and values. When this harmony is disturbed (e.g. the predilection for eggs by evidence that cholesterol may represent a health risk), the individual …

[German Version] I. Definition Adolescence (or youth) is the stage of human development between childhood and adulthood. Today the adoption of styles associated with youth culture begins at the end of elementary school and remains relevant far beyond the age of 25. Even among adults, some elements of youth cultures are still a coveted attribute. Section 7 of the German Child and Youth Welfare Act (ch. VIII of the Social Security Code) defines a child as a person below the age of 14, an adolescent as…

1. Term “Symbol” (Gk. symbolon, Lat. symbolum) is a broad term with various senses and applications. Symbols are like signs in that they represent, or refer to, something that is other, or more, than themselves. The category of symbols is usually said to overlap that of signs. Some interpreters use the two terms almost interchangeably; others treat symbols as special kinds of signs with characteristics of their own. Still others seek to distinguish clearly between the two (Sign 1). Symbols and signs point beyond themselves. The conventional kind of sign usually has a singl…