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Religious Pluralism and Religious Education

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image of Journal of Empirical Theology

When thinking of alternatives for denominational religious teaching, it always includes answering the question about the relating discipline. In this contribution, the question is which theological horizon justifies the established type of denominational teaching as practised in Germany, and which theological justifications for alternative concepts of teaching are involved. In addition, it is also necessary to investigate the actual importance of distinctions between types of teaching and explanatory contexts in practice, that is, in the minds of teachers.


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