This paper presents the concept of ‘religious certainty’ I have developed by drawing inspiration from Wittgenstein’s notion of ‘certainty’. After describing the particular traits of religious certainty, this paper addresses two difficulties derived from this concept. On the one hand, it explains why religious certainty functions as such even though all its consequences are far from being absolutely clear; on the other hand, it clarifies why, unlike the rest of certainties, the loss of religious certainty does not result in the collapse of the world-picture made up of all certainties. Subsequently, it analyzes to what extent the teacher can teach religious certainty by acting as a facilitator for its acquisition–if desired—particularly bearing in mind that religious certainty cannot be attained at will. These basic teaching guidelines have several advantages. First, they make it possible to know the nature of religious certainty even better. Second, and most importantly, the fact of having adopted the perspective of a teacher who tries inculcating a religious certainty contributes to detecting and preventing forms of indoctrination that, arguably, might go unnoticed even when attempting to properly present religious certainty—or rather, this way of being religious—in current schools to foster understanding thereof.

中文翻译：

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宗教确定性：特殊性和教学考虑

本文介绍了我从维特根斯坦的“确定性”概念中汲取灵感而发展起来的“宗教确定性”概念。在描述了宗教确定性的特殊特征之后，本文解决了从这个概念衍生出的两个困难。一方面，它解释了为什么宗教确定性如此运作，尽管其所有后果远非绝对清楚；另一方面，它阐明了为什么与其他确定性不同，宗教确定性的丧失不会导致由所有确定性组成的世界图景的崩溃。随后，它分析了教师可以在多大程度上通过充当获得宗教确定性的促进者来教授宗教确定性——如果需要的话——特别是考虑到宗教确定性不能随意获得。这些基本的教学指南有几个优点。首先，它们使我们有可能更好地了解宗教确定性的本质。其次，也是最重要的一点，采用试图灌输宗教确定性的教师的观点这一事实有助于发现和防止灌输形式，即使在尝试正确呈现宗教确定性时也可能会被忽视——或者更确切地说，这成为宗教的方式——在当前的学校中促进对其的理解。