Neo-liberal voices are still very strong in education broadly speaking and have a marginalizing impact on normative pedagogies like religious, worldview, moral and civic education. But there are clear and hopeful signs that pedagogy is coming back. After sketching the current situation and its antecedents, the author addresses the views and ideas here provided by pedagogical spokespersons, teacher-leaders and teachers – most of them working in the domain of religious education or worldview education. How do they perceive the current changes in more normative and pedagogical-laden directions? What precisely has caused these changes? Is the return of pedagogy just a temporal hype or is it a real revitalization? What have been the consequences for them professionally and personally speaking? It is the author’s intention and hope that this article will encourage educators in general and religious and worldview educators in particular with an eye on fostering sustainable pedagogical approaches.
In this paper the authors briefly present what their theoretical reflections and empirical research has yielded in respect to citizenship education and religious education. The theoretical as well as political and practical questions of the relationship of global citizenship and worldview education are scrutinized. The main focus is on the issue whether there is or could be a connection between the concepts of ‘worldview education’ and global citizenship ‘education’ from the point of view of inclusivity in respect to both concepts. Habermas’s distinction between the concepts of democratic state citizenship and global or cosmopolitan citizenship is conceptually helpful. The authors also take into account the question of whether there is a certain educational, political or religious necessity on a national as well as global level to deal with this possible relationship as viewed through the lens of social sustainability.