Abstract
How should we deal with the process of secularisation, the plurality of cultures, and the dominance of thinking about education in terms of transmission, when religious education has to foster the development of personal identity formation of pupils? In answering this question the authors present a transactional epistemology and transformative view on (religious) education and learning which both have far‐reaching consequences for our views on socialisation and individuation. In religious education the gaining of religious experiences and the cultivation of a religious attitude are seen as part of everyday life instead of only being connected to certain religious practices. The approach suggested here can stimulate the growth of the pupils’ capacity to integrate different and differing perspectives ‐ ideals, norms, values, knowledge, narratives ‐ into their own personality.
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