Ist (religiöse) BNE gescheitert?

Kritische Bestandsaufnahme mit Hoffnungsperspektiven

Abstract

This article examines whether (religious) education for sustainable development (ESD) has failed in light of socio-political setbacks and ecological crises, and presents a critical interim assessment. The starting point is the observation that, in view of multiple escalating crises, neither ESD nor religion appear, thus far, to have made significant contributions to sustainable awareness or behaviour. Methodologically, this provides the basis for a theoretical analysis and critical reflection on current ESD discourses in comparison with religious education approaches, as well as for an exemplary concretisation based on an empirically evaluated learning setting with educationally disadvantaged pupils. Emotions, spirituality and hope are identified as central approaches to learning and are reflected in light of six core principles of politically oriented religious ESD. The results show that religious ESD aligns closely with a currently discussed, normatively repoliticised format of ESD and is highly compatible with this ESD discourse due to its hope- and justice-oriented learning settings and processes. The presented learning setting illustrates the particular potential of religious concepts of hope and justice for emotional and action-oriented learning. In conclusion, it is argued that (religious) ESD must move beyond purely cognitive forms of knowledge transfer and that emotional and spiritual dimensions are essential to transformative educational processes.