Building upon the other articles in this issue, the author discusses the question what can be said about the current situation in the didactical discussion on Religious Education. He suggests to understand the different "approaches" as dimensions that are not mutually exclusive but should be combined with each other, depending, among others, on the possible fit with the respective content taught. Moreover, he demands that the current debate about whether we are dealing with a loss of tradition or with religious individualization as presuppositions on the side of the pupils should not lose sight of the need for doing justice to both developments. Finally, the author points to the need for empirical evidence to back a particular approach that should no longer be justified by the often-found reference to "good experiences".

Enthalten in:
Zeitschrift für Pädagogik und Theologie; 2014/4 der Evangelische Erzieher (2014)

---

Serie / Reihe: Zeitschrift für Pädagogik und Theologie

Personen: Schweitzer, Friedrich

Schlagwörter: Konzept Religionsdidaktik