Contextual Influences on Knowledge Mediation in Religious Education and Its Significance for Teacher Education

Abstract

Socio-contextual impact on the mediation and acquisition of religious knowledge in religious education are analysed considering the models of religious education in public schools in Europe. Based on empirical insights, the influences of the social and cultural environment on the reception and the formation of religious knowledge among students are examined. Conclusions relevant to current teachers’ training in the field of religious education are presented.