Repenser l’enseignement religieux comme pèlerinage : Pour un apprentissage religieux « narthical »

Résumé 0

Religious education at school should be more than just an informative and communicative round of knowledge. It should not only provide cognitive elements on how religious people act according to their moral and religious convictions, and how the learner can gain as much benefit as possible from these elements in order to build his or her own identity as a religious “tourist”. Good religious education challenges learners also to become “pilgrims” and to allow the “slow questions” of religion to enter into their own lives, in all their vulnerability and provisionality. This paper discusses the recent orientation to religious experience in religious didactics in Western Europe and makes a case for a mystagogical-communicative or “narthical” approach to religious learning. This argument is presented against the background of the individualisation, pluralisation and detraditionalisation of religion, which is the typical context for young people in their search for meaning today.