School education is no longer just the place where students are supposed to deal with local phenomena and issues, but also with global ones. Every subject in German schools, such as Religious Education, has to make its own contribution to the Global Education of students. The goals of interest and educational policy associated with this vary. As a result of the AGENDA 21 process, Global Education has been implemented in German curricula, as in many other countries. This article assumes that Religious Education achieves its goal precisely when it is designed to be inclusive and students experience the topics of human rights, dignity of the human person, and social justice in the classroom. For this to happen, diversity and difference must be valued and used as learning opportunities.

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ZusammenfassungKinder und Jugendliche bleiben trotz schwerer, chronischer oder psychischer Erkrankung Schülerinnen und Schüler. Spirituelle Fragen und Erfahrungen der jungen Menschen in den Schulen für Kranke zu beachten und zu thematisieren, kann aus verschiedenen Perspektiven sinnvoll sein. Es trägt zum einen zu einem besseren Verständnis der Schülerinnen und Schüler bei, zum anderen hilft es ihnen bei der Bewältigung der Situation und eröffnet Perspektiven über die Krankenhauszeit hinaus.

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