Potenziale und Grenzen des interreligiösen Begegnungslernens im Kontext von Schule. Pädagogische Reflexionen am Beispiel eines interreligiösen Begegnungstages (IRBT) an einem Wiener Gymnasium.

The present article is based upon the results of an empirical research project that dealt with a concrete Interreligious Encounter Day (IRBT) at a Viennese school. Based upon a participatory observation, a group of researchers from the KPH Vienna/Krems recorded and analyzed the preparation, implementation as well as reflection of this day. The analyses of those observations made it clear to what an extent organizational and didactic preliminary decisions as well as structural framework conditions affect the course of the IRBT -- especially with regards to the possible acquisition of competences by the students. Some aspects are, as it were, "adjusting screws" that can be "turned" in the sense of optimization -- e.g. the choice of the topic or the consideration of the students' attention span. Other aspects seem to be inherent in IRBT (e.g. the power relations between minorities and majorities or opportunities/risks of attributing religious expertise to students). They all need to be considered when planning and implementing an IRBT with students. [ABSTRACT FROM AUTHOR]