Volume 66, Issue 1

A religious-pedagogical openness is rooted in a non-fundamentalist understanding of religion and politics-that is, in a modest religion and in a properly political approach to politics. The departure from “totalism”-in terms of a Trinitarian image of God as well as a political ethos-corresponds to the differentiation of “the political” (as the principle of democratic exchange) from politics (as a strategy of societal engagement). Religion neither elevates nor instantiates secular action, because it remains fundamentally open and finds itself entangled in unbelief beyond the reach of absolutist belief. “Political politics” is thus grounded in a non-normative ethic, and ultimately in an ethic of self-alienation (Oliver Marchart) that takes into account human failings. In every (political) justification there remains a plausible, unavailable remainder. Theological discourse about a groundless justification corresponds to a politics of forgiveness (Hannah Arendt).

The development of „Religionspädagogik“ („Religious Education“) as an independent theological approach is often located in cultural transformations during the era of enlightenment. Apparently, “Religionspädagogik” seems to be a project of modernity and closely linked with the ongoing extension of individuality and subjectivity. Using Michel Foucault’s “concept of discourse” this article deals with the ancient “Gregoriusfest” (St. Gregor’s Day). Celebrated especially in the prospering cities since the 11 th /12 th century this liturgical and pedagogical practice can be understood as an event which initially shows “The Discovery of the Individual” (C. Morris)

The concept of authenticity proves to be useful for understanding and arranging religious education in secular and pluralistic contexts. Analyzing its discussion in cultural anthropology, the article describes authenticity as an epistemological and ethical concept. Authenticity promises an immediate access to and expression of reality - above and beyond culturally formed and thus deconstructable concepts. Claiming authenticity, however, does not prove its existence. To avoid naïve approaches didactics should emphasize authenticity as a principle of religious learning but not neglect deconstruction. In pointing out seven mechanisms which facilitate authentic effects the article elaborates a critical approach to authenticity as a didactical principle for arranging religious learning.

In a first step the paper describes four motives of identity construction (purpose, self-worth, control, coherence). Applying these motives to the biblical story of the prodigal son the possible contribution of the bible to identity formation is illustrated. In a second step four basic processes of identity construction were defined (expectancies, argumentation, commitment, environmental influences). To each process theoretical assumptions and empirical finding related to the bible were reviewed and analyzed. Based on the described assumptions and finding the conclusion proposes practical ways to support a biblical identity development.

Based on the research project, “the representation of Christianity in textbooks of countries with an Islamic tradition”, the article describes experiences, possibilities and insights in the field of Interreligious Textbook Research and Development. Interreligious Textbook Research is of particular relevance in the face of sweeping generalisations, prejudice and stereotypes regarding other religions and cultures (“Islam is like this”, “the West is like that”) that were, and still are, to be found in school textbooks. Within the project discussions between scholars and education authorities in different countries have taken place. The main results are summarised in a proposal for a series of standards as possible guidelines for author teams and publishers, for education authorities and curriculum planners.

This article presents the results from an empirical study on the Sunday School in Belarus. It offers insights into the situation of the children and adolescents taking part in this program of the Orthodox Church, their views of this program, their preferences and attitudes, including their experiences with worship services. In the first part of the article, the situation of the Sunday School in Belarus is described against the backdrop of church and religion in this country. The final section presents some thoughts on comparative aspects, especially in reference to the German study on confirmation work (which also, to some degree, served as a model for the study in Belarus).

In the last years, the so called „Sinus-Milieus“ have become a popular way of targeting sociological groups for marketing purposes. In 2013, two Protestant churches in Southern Germany published the study “Brücken und Barrieren” (bridges and barriers) on the transitions from confirmation time towards an involvement in Christian youth work. For this study the Sinus Institute asked 72 teenagers in oral interviews about their views on values, faith and especially youth work. The article develops a critical perspective on the empirical methodology of the Sinus Institute in general and in respect of a number of specific questions. The author points out that the lack of transparency in the work of the Sinus institute raises doubts about the scientific basis of this research. He recommends a more critical and scientific approach for further usages of the “Sinus Milieus”.