Abstract
Public schools maintain denominational neutrality. They are schools for all students regardless of their worldview. In democratic countries, there are also schools declaring links with a specific religious tradition. These are often schools with a high level of education. However, they differ in their understanding of the relationship between the declared religious profile and socio-cultural pluralism. In this article, I will analyze the identity of evangelical schools in Germany on the example of selected pedagogical discourses in this area.
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