Exegesis and Higher Education Didactics ‘Verstehen von Anfang an’


The aim of the Research Group is to foster teaching in Biblical Studies by developing strategies and concepts of Higher Education Didactics for implementation in the classrooms and via e-learning courses. Insights in anthropological preconditions, social circumstances, experiences in imparting and technical implementing are of high relevance as well as the reflection of teaching experiences in the form of best-practice examples. 


Higher Education Didactics, E-Learning, Teachings, Exegetical Methodology


Melanie Köhlmoos
Goethe-Universität Frankfurt

Jan Heilmann
Universität Dresden

Thomas Wagner
Bergische Universität Wuppertal

Member Area

Wuppertal 2021 Call for Papers

Within our 2021 session we will emphasize didactics of ‘Extramural Activities in Teaching Biblical Studies’ focusing on museums and archaeological excavation sites. 

This session follows on from last year's study of the meaning of material culture for the development of biblical exegesis in academic teaching. In our workshops we will explore two fields of action and their own didactics: museums and archaeological sites. We will focus on the possibilities of teaching by the lecturers as well as on the preparation of the students for an independent practice. 

  1. In our first workshop we will focus on imparting strategies in museums. Usually artefacts and art objects will be presented and explained to the visitors. In our workshop we will try out alternative approaches to exhibited objects and reflect on their use in academic imparting.

  2. The didactics of the archaeological field will be the subject of the second workshop. The peculiarity of exploring Near Eastern antiquity in an archaeological field lies in the fact that a physical experience is added to the exploration of textual and pictorial contents, which is strongly oriented towards cognitive processes. For this purpose, motor skills are to be developed, which are a prerequisite for scientific work. This associated learning processes will be considered, tested and reflected upon in the second workshop.

For both parts of the session, proposals for conceptual reflections as well as best-practice examples are very welcome. We strongly encourage younger scholars to submit proposals for review.