This article examines current pedagogical and hermeneutical approaches to Jewish, Christian and Muslim religious education in the Children’s Torah, Children’s Bible and Children’s Quran. It emphasizes the need for teachers to familiarize themselves with the specific pedagogical and hermeneutical approaches of the three monotheistic religions in order to be able to use the didactic Holy Scriptures appropriately in the classroom. Examples from current religious education lessons show misunderstandings and surprises that arise due to insufficient knowledge. The article emphasizes the importance of Jewish identity formation, a Christian diversity-sensitive perspective and Muslim normative discourses in the various religious pedagogies and discusses the challenges and opportunities associated with the use of didactic Holy Scriptures.
Holy scriptures, interreligious learning, hermeneutics of scripture, identity, diversity-sensitive religious education, Jewish religious education, Muslim religious education, Christian religious education