Religious Education at Schools in Germany

Comparing Through Contrast: Reshaping Incongruence into a Mirror

“…An on-going, comprehensive project on comparative RE, is REL-EDU, which up until today has produced three volumes on Central Europe, 41 Western Europe, 42 and Northern Europe. 43 The setup of the project is that 13 fundamental questions are asked of each of the nations included and are answered by scholars from respective context. When categorized into the adapted figure of Bråten's methodology (Figure 3), we can see that, like in the case of Schweitzer, there is a strong focus on the institutional level.…”

“…11 This article purports to be such a contribution. 12 Various national systems of RE are described in works such as Davis and Miroshnikova; 13 Rothgangel, Klutz, and Solym ar; 14 Rothgangel, Skeie, and J€ aggle; 15 Rothgangel, J€ aggle, and Schlag; 16 and Jackson et al 17 , exemplifying both common themes and differences. However, the studies do not seem to have considered differences in key terms such as religion.…”

Educational Biblical Nationalism and the Project of the Modern Secular State

“…In the case of the Lutheran-dominated Nordic states Sweden and Denmark, this resulted in educational reform work and implementations, in the case of Sweden during the 1910s and in the case of Denmark during the 1930s, when religious education underwent a scientific and historical turn (Buchardt, 2013b;2015;2017). In Prussia, the cradle of Biblical Critical scholarship, the model of dual confessional religious instruction -Catholic and Protestant -and thus a more pluralist but also Catechist-based model seems to have worked against such a process (Rothgangel et al, 2016). In France, the Protestant scholars and promoters of the new theology did influence reform efforts leading up to the education acts of 1881 and 1882 under Minister of Education Jules Ferry, but here leading up to a separation of religion and the school (Mayer, 2004;Cabanel, 2016).…”

The Politicisation and Securitisation of Religious Education? A Rejoinder

“…27-31;Rothgangel, Jackson and Jäggle, 2014). There is a clear distinction between types of religious education which initiate individuals into some form of religious life -developing religious understanding -and those which promote an inclusive, general public understanding of religion -what can be termed understanding religion(s).The former process results from the wishes of parents or young people themselves, and does not necessarily depend on state funding.…”