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Science and Theology in Religious Education1

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The present study examines the extent, manner and bias of the treatment of the topic 'science and theology' in religious education textbooks of both denominations. The study covers education in the Weimar Republic and the Federal Republic of Germany (1918-1985). The result show a dialectical development in three phases (I: 1918-33; II 1945-68; III: 1968-85), which, on the one hand, has led to a more comprehensive and refined understanding of the scientific-technological world view in contemporary textbooks, and which, on the other hand, however, needs further development and improvement. Therefore future textbooks for religious education should take up new critical theoretical approaches which reflect scientific progress in terms of social conditions and which should also reflect a more open, dialogical presentation of different standpoints.


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