The article compares the academic and science communication of the Schwerte Konsent (2022) and the Koblenz Konsent (2024) on the positionality of religious education. On the one hand, it describes the genesis of both position papers, which owe their development to different contexts and responded to different religious and social challenges. On the other hand, it presents possible criteria for successful academic and science communication. It focuses on the quality of processes as well as their results and critically discusses the Schwerte Konsent and the Koblenz Konsent with regard to their current and future effectiveness.
Beutelsbach Consensus, Schwerter Konsent, Koblenzer Konsent, positionality, didactic principles, criteria of academic and science communication, subject didactics and religious education