Seite - 26 - in JRFM - Journal Religion Film Media, Band 03/02

26 | Mirko Roth www.jrfm.eu 2017, 3/2, 17–35 teaching structure and methods as well as its media use will be addressed in the following. exaMPLes: Media Use iN the teaChiNG of reLiGioUs stUdies how can the above-formulated didactic hypothesis be implemented practically? Let us take two illustrative example topics from an introductory seminar on is- lam: (1) the Qur’an and (2) the obligatory prayer and the mosque. it can be said, initially, of the structure of the course that after the preparato- ry instruction units, consideration of first-order mediatisation should alternate with that of second-order mediatisation, i.e. critical religious studies interpre- tation. similarly, a course could be structured in learning, group and plenum phases (think–pair–share) or in alternating input and output phases.19 to introduce those students who have had little or no contact with Muslim religious worlds to the subject, initial contact with audio-visual media support should be established, with history, beliefs, forms of appearance and expres- sion as well as their historical development and plurality addressed. this step is necessary to translate, by means of communication, what is absent in terms of space and time into something more tangible upon which the units that follow can build concretely and substantively. Reflection on the media concept as well as the development of a media ty- pology based on the illustrative material in the introductory video can then fol- low, asking • What all function here as media? • What particular media of religious communication can be identified? • Which different media do Muslims use in which contexts of their religious practice? By means of a unit focussing on beliefs and forms of expression as well as on the religious histories of islam, the importance and meaning of media and me- dia use can again be examined and a media hierarchy identified. It should not be forgotten that, in consideration of its geographical dissemination, historical developments and the plurality of religious currents and milieus, no universal generalisations can be made about islam. once this foundation has been laid, the focal issues can be accessed quite easily. each of the following units should be prepared using an introductory reading or practical assignment, to ensure a first rough point of orientation (think). 19 Cf. Böss-Ostendorf/Senft 2010, 243–266.