Abstract
The unit aims to enable students not to consider religious content in isolation, but to reflect on its ethical and societal dimensions.
General Information
General Information on the Course
| Teaching unit | Details |
| Course title | Interfaith Environmental Education |
| Title of the session (teaching unit at the university) or thematic focus | Zamzam water – religious significance and environmental responsibility |
| Degree programme | Teacher Training in Islamic Religious Education |
| Classification within the module | Religion and Sustainability |
| arget group | Teacher training students (secondary level I) |
| Duration | 90 minutes |
| Requirements | Basic knowledge of Islam and issues relating to religious education |
Objectives and Classification
| Aspect | Contextualised implementation |
| Content focus (clarification of one’s own religious/ethical views) | Analysis of water in the Qur’an as well as Zamzam as a religious symbol |
| Basic didactic idea | (How can a connection to one’s own life be established?) |
| Relation to Sustainable Development | Responsibility in the use of natural resources |
| Interreligious Relevance | Water as a universal religious symbol |
| Key Questions | What is the significance of water in Islam? What responsibility arises from this? |
| Outcome | Development of reflected positions and didactic ideas/ Outcome of the session (questions for interreligious exchange) |
Competencies and Learning Objectives
| Subject-specific competence | Students explain water as a resource and as a religious symbol |
| Religious self-reflection | Students reflect on religious meanings of water |
| Theological competence | Students analyze Zamzam in the context of Islamic tradition |
| Didactic competence | Students develop teaching approaches |
| Interreligious competence | Students compare religious perspectives |
| Transfer competence | Students transfer insights to school and everyday life |
