Abstract
After describing main aspects of catechetical learning environments as drawn from an elaborate literature review, this article presents a typology of catechetical learning environments. The typology is based on various aspects of learning goals (such as distinguishing between cognitive and affective goals, emotions and experiences, formation of own opinion and social interaction, and identity development) and various aspects of role division between catechist and catechumens (such as distinguishing between a behavioural, a developmental, and an apprenticeship model). The relevance of this typology for empirical research on catechetical learning environments and on learning processes in church communities is discussed.
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