Under the current conditions of late modernity, science cannot be introduced directly into public debates. This applies in particular to religious education, at least if it is understood as a normative practical science. On the one hand, its claim to truth would be underestimated if it were to articulate itself in normative abstinence in the differentiation of various social subsystems; on the other hand, it would be greatly overestimated if it were to directly access social formations in an unmediated manner. This article argues for a discursive-normative positioning of religious education that articulates itself discursively and dialogically on various levels in the mode of alterity-theoretical reason against the background of a public political theology.
Public political theology, public religious education, translation, science communication