Aim. The aim of the research is to explore the functionality of the Open Education Model of religious education for the “form[ation of] an internal moral compass,” as Steven Hitlin and Jane Allyn Piliavin (2004) describe the modern understanding of values. In other words, the author will attempt to explore first what the model has to offer in terms of equipping students with the necessary skills so that they will successfully navigate through the conflict of values, and second the potential application and limitations of the model. Methods. The exploration is based on a 2014 production by Pure Flix Entertainment, the first movie in the God’s not Dead series. The author will consider two educational cases presented in the movie using a close reading method. Results. The study seems to prove that that the God’s not Dead movie accurately portrays the conflict of values experienced by young adults in present-day America. It also appears to consistently promote the Open Education Model as a type of religious education that provides considerable assistance to the learners in retaining their beliefs in the world of mixed values, especially in the time of crisis. The model appears to lend sound conceptual framework missing in other models, but its full application is time and effort consuming and fails to provide more comprehensive approach to religious diversity. Conclusion. The Open Education Method of religious instruction in the environment dominated by a multicultural approach, seems to offer valuable concepts that may facilitate educational process proposed by other models and thus deserves more thorough consideration in academic research.

中文翻译：

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上帝未死1-多元价值观世界中的宗教教育开放教育模型

目标。该研究的目的是探索宗教教育的开放教育模型对“内部道德指南针的形成”的功能，正如史蒂文·希特林和简·艾琳·皮利亚温（2004年）所描述的那样。换句话说，作者将尝试首先探索该模型在为学生提供必要技能方面所提供的知识，以便他们能够成功地克服价值冲突，其次是该模型的潜在应用和局限性。方法。此次探索基于2014年Pure Flix Entertainment的作品，这是《上帝未死》系列的第一部电影。作者将使用近距离阅读方法考虑电影中呈现的两个教育案例。结果。这项研究似乎证明，《不死之神》电影准确地描绘了当今美国年轻人所经历的价值观冲突。它还似乎一直在促进开放教育模式，将其作为一种宗教教育形式，向学习者提供大量帮助，以保持他们对混合价值世界的信念，尤其是在危机时期。该模型似乎提供了其他模型中缺少的健全的概念框架，但是其完整应用却耗时费力，并且无法为宗教多样性提供更全面的方法。结论。在环境中以多元文化方法主导的开放式宗教教育方法，