While the use of a line of enquiry is not mentioned in pertinent literature on the docu- mentary method it does play an important role in the process of solidifying the research endeavour and in contiguously reflecting on it. Following a line of enquiry increases one’s awareness of what the precise questions a study wants to investigate are. Con- sequently, this study followed a line of enquiry by usinglittle facilitation cards, which- helped toimplement it during the group discussions. The aim of using a line of enquiry, which ran through all four discussions was, however, not to standardise the investiga- tion, as would be the case in group interviews or group surveys. Throughout all group discussions it was used flexibly instead, giving the discussions’ facilitators81 a sense
of certainty in their investigation. As long as discussion stimuli are only given, once the debate on a particular subject has been completed the implementation of a line of enquiry adheres to the principle of neutrality. Allreal social groupsrepresented in this study are already familiar with the concept of discussion stimuli anyway, as specialist group conferences and SCC meetings are usually thematically structured by an agenda. In additionexperience of using this method within the framework of the documentary method already exists since Hoffmann followed a line of enquiry in his study.82The
results of both Hoffmann’s and this study clearly show that applying a line of enquiry does not impede the researcher in the facilitation of communications that are close to everyday life. A line of enquiry ultimately helps to facilitate autonomously flowing epi- sodes throughout the discussions. A multi-layered approach was used to pre-test whether following lines of enquiry really does enable autonomously flowing discussions, and whether the stimuli are conceptually as well as linguistically accessible to members of the groups. Experts were shown draft versions of the line of enquiry and discussed it on a number of occasions. It was then revised based on the experts’ feedback. Additionally the line of enquiry was tested during discussions and conversations with various school partners before the period of research started.83
81 Five group discussions took place all in all. The author himself conducted four of them. One was facilitated by Teresa Schweighofer (Institute for Practical Theology, University of Vienna; now Institute for Practical Theology, University of Tübingen), because the author was abroad.
82 Cf. Hoffmann 2009.
83 Bothlines of enquiry and research design were presented to a number of experts for debate. These experts were comprised of: my colleagues from the Institute for Practical Theology at the University of Vienna (Faculty for Catholic Theology), the ‘Society for Religious Education’ at the University of Vienna under the direction of Martin Rothgangel and Robert Schelander (Faculty of Protestant Theology) and attendees of the AKRK meeting ‘Empirical Religious Education’ in spring 2011. I was able to conduct a pre-test with pupils and colleagues at my school, where I teach RE part-time, as well as with other RE teachers. I would like to thank all of them for their invaluable support with my study. After the pre-test, the lines of enquiry, its stimuli and the facilitator’s interventions were put into meta-theoretical terms.
Question at the start of the group discussion to ‘break the ice’*
• To begin with, I have a request for you: Please describe to me the school of your dreams. Discussion stimuli concerning the research question: ‘How is religion and religious diversity perceived and valued in schools?’
• Please tell me about a situation when religion became an issue in your school. • ‘In what way is religion present in your school’s day-to-day life?
In case ‘religious diversity’ does not get mentioned:
• Present a chart,which illustrates the religious affiliations of pupils in their school. • Please tell me about a situation when religious diversity became an issue in your school? Discussion stimuli concerning the research question: ‘How is denominational RE perceived and valued in schools?’
• Present a chart showing attendance levels of RE in recent years. • Please tell me about a situation where RE was in particular demand.
• On a scale of 1–10 (1 meaning not important at all, 10 meaning very important) how impor- tant is the teaching subject RE in your school?
• What made you give this answer?
• Please tell me what is special about RE in your school? • What would your school lack if there was no more RE?
• If not yet discussed: What are the weaknesses of RE in your school? • Where do you see RE in your school in five years time?
Discussion stimuli concerning the research question: ‘What level of acceptance does RE for all, jointly organised by the churches and religious communities, find in schools?’
• What could your school gain from RE for all, jointly organised by the churches and religious communities?
• What significance would RE for all have in your school?
• What kind of opposition would RE for all be likely to encounter in your school?
* The initial question onlyintends to ‘break the ice’ and gets group members talking to each other, therefore discussions prompted by this stimulus were analysed. Cf. Lamnek 22005,
98–100. The SWOT-analysis provided important ideas for the wording and the order of the discussion impulses, although this study does not understand itself as a SWOT-analysis. A SWOT-analysis is a structured planning method used to evaluate the strengths, weaknesses, opportunities and threats involved in a project or business venture. SWOT-analysis, a mar- keting management tool, is used for controlling and evaluation purposes in business ventures and more recently in educational institutions. Cf. e. g. Simon/von der Gathen 22010, 230–238;
Homburg/Kromher 22006, 28–34; Pepels 52009, 1414 f.; Esch/Herrmann/Sattler 22008, 156–
167; Kotler/Berger/Bickhoff 2008, 28–34. On SWOT’s application in educational institutions cf. Kappler 2006.