The development of relatable Christological concepts in religious education in primary schools as a basis for Christological concept formation at the secondary level

Christological thinking only leads to individual, coherent concepts in elementary-school religious education if a narrative field of knowledge is built up in a domain-specific way to Jesus Christ. This knowledge needs to be linked with one's own ideas of reality and networked through reflection and systematization. In view of the difficulties in the treat-ment of Christological topics in secondary education, this study aims to develop didactic possibilities for the optimization of the interface between primary and secondary education. The integration of the narrative material of the elementary school into a christological concept of thought has central importance. In the process, cognitive abilities are prepared which, in the further education path, enable domain-specific, progressive complexity of thinking by based upon a comprehensive knowledge base.

Christology, knowledge domains, Children's Theology, primary education, competence