This article examines the conditions for designing an epistemologically grounded teaching about religions through an identification of what knowledge is central to the subject of Religious Education (RE). A starting point for the analysis is a discussion of Michael Young's well-known concept of powerful knowledge, as a possible platform for developing an approach for how a knowledge base in the subject could be identified. The concept of powerful knowledge is shown to be relevant for how epistemological perspectives can be considered in relation to an analysis of the subject's knowledge base. Such an analysis is carried out, and the concept of threshold concepts is introduced to develop a broader and sharper theoretical framework, at the same time as Young's approach becomes the subject of a more in-depth discussion. The presentation leads to a discussion of various considerations relevant to an analysis of how a powerful RE knowledge may be understood.

本文通过确定哪些知识是宗教教育（RE）的核心知识，研究了设计关于宗教的认识论基础的教学条件。该分析的起点是对迈克尔·扬的著名的强大知识概念的讨论，这是一种开发平台的方法，该方法可以用于确定该主题的知识库。事实证明，强大的知识概念与相对于该主题知识基础的分析如何考虑认识论观点有关。进行了这样的分析，并引入了阈值概念的概念以发展更广泛，更敏锐的理论框架，与此同时，杨的方法也成为了更深入讨论的主题。