This article describes the contours of hermeneutical learning in the context of religious education. Hermeneutical learning is firstly distinguished from monoreligious learning and multireligious learning. Hermeneutical learning is based on a triple hermeneutic task: interpretation of text, context and the biography of the student, and avoids both monocorrelation and relativism. In realising this task, the concept of ‘hermeneutical intersections’ is introduced as well as criteria to deal with these ‘conflicts of interpretations’ in religious education. Finally, the role of the religious educator is developed as witness, specialist, and moderator in the hermeneutical learning process.

中文翻译：

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宗教教育中的诠释学

本文介绍了宗教教育背景下的诠释学的轮廓。诠释学首先不同于单宗教学习和多宗教学习。解释学的学习基于三重解释学任务：文本，上下文和学生传记的解释，避免单相关和相对论。在实现这一任务时，引入了“阐释性交集”的概念以及处理宗教教育中这些“解释冲突”的标准。最后，宗教教育家的作用在诠释学学习过程中被发展为见证人，专家和主持人。