Seite - 21 - in JRFM - Journal Religion Film Media, Band 03/02

Using Media to Teach Religious Studies | 21www.jrfm.eu 2017, 3/2, 17–35 Despite the legitimate debates about research methods and even the object of research, there exists a broad consensus among religious scholars about re- search style and the ethical conditions under which the objectives of religious studies are to be achieved. that is, as an empirical, descriptive and non-nor- mative discipline rooted in the humanities, religious studies is non-theological in the sense that it examines religious statements independent of their truth value. The object of religious studies is the forms and expressions of “human religion”.6 Before we continue our examination of media in teaching religious studies, we should not only reflect on our preconceptions but also ask ourselves what we want to achieve in our teaching. PreLiMiNary CoNsideratioNs: PossiBLe oBJeCtiVes iN teaChiNG reLiGioUs stUdies aNd its LiMits What are our learning objectives when we teach religious studies? Only when this question is answered can the content and the structure of teaching be dis- cussed effectively and, in turn, issues of methodologies and the concomitant choice of media be addressed. From a didactic perspective, learning objectives can be broken down into three components: cognitive, affective and pragmatic. Cognitive learning objec- tives focus on intellectual skills such as knowledge and understanding; affective learning objectives refer to values, positions and attitudes; pragmatic learning objectives are concerned with skills that are necessary for the practice of the discipline. In addition, learning objectives are distinguished by their degree of complexity (in ascending order): knowledge, understanding, application, analy- sis, synthesis, evaluation.7 Generally speaking, learning objectives in religious studies can be formulated – with variations and differentiated to meet the requirements of a particular course or seminar – as follows. Cognitive learning objectives can be seen as con- cerned with the histories of various religions, religious facts and beliefs as well as (religious studies) theories employed for their analysis and classification. Af- fective learning objectives are mainly the learning of religious studies research ethics and style. The pragmatic learning objectives include acquisition of the professional language of religious studies as well as experience of the critical use of media sources of all kinds, comparison of religions and other (empiri- cal) methods. When these objectives are realised, we, as representatives of a university institution called “religious studies”, have socialised students of reli- symbol and communication systems. this approach is merely expanded upon here. 6 Cf. Stausberg 2012, 1–3; Waardenburg 1986, 116–118; Wach 2001, 26–29. 7 Cf. Böss-Ostendorf/Senft 2010, 176–178; Laack 2014, 386–388.