Among the important topics of the curriculum, the work offers a model framework that provides the necessary guidance. The model frame condenses the possible ways of understanding a topic. It can help each religious teacher to know his or her own point of view and to relate it to the positions of the students, the theology and the curriculum. She knows the strengths and weaknesses of the different positions and can help the students to further develop their own positions. Operating with models thus protects against one-sidedness and arbitrariness, because it locates theological positions in a multi-perspective network of justifications. In this way, religious teachers can consciously use the diversity of theological positions as a didactic resource.

Among the important topics of the curriculum, the work offers a model framework that provides the necessary guidance. The model frame condenses the possible ways of understanding a topic. It can help each religious teacher to know his or her own point of view and to relate it to the positions of the students, the theology and the curriculum. She knows the strengths and weaknesses of the different positions and can help the students to further develop their own positions. Operating with models thus protects against one-sidedness and arbitrariness, because it locates theological positions in a multi-perspective network of justifications. In this way, religious teachers can consciously use the diversity of theological positions as a didactic resource.

Among the important topics of the curriculum, the work offers a model framework that provides the necessary guidance. The model frame condenses the possible ways of understanding a topic. It can help each religious teacher to know his or her own point of view and to relate it to the positions of the students, the theology and the curriculum. She knows the strengths and weaknesses of the different positions and can help the students to further develop their own positions. Operating with models thus protects against one-sidedness and arbitrariness, because it locates theological positions in a multi-perspective network of justifications. In this way, religious teachers can consciously use the diversity of theological positions as a didactic resource.