Didaktisk improvisasjon og åpenhet for det ukjente i KRLE

This scholarly essay explores how didactic improvisation and dialogic pedagogy can support both academic and existential reflection within the subject of KRLE (Christianity, Religion, Philosophies of Life, and Ethics). The author highlights the unpredictable nature of teaching existential topics and argues that educators must balance structured planning with responsive improvisation. Focusing on a teaching example using the parable of the Prodigal Son, the essay shows how student engagement with the text can foster personal insight and deep learning. Drawing on theorists such as Bakhtin, van Manen, Brunstad, Torgersen, Sæverot, and Barnett, the text conceptualizes improvisation as a professional risk-taking practice and emphasizes its relevance in both teaching and supervision contexts. Through examples from classroom teaching and one-on-one mentoring, the author demonstrates how educators can create learning environments that allow for uncertainty, vulnerability, and meaning-making. The essay concludes by asserting that didactic improvisation is a crucial competence for teachers who aim to prepare students for an uncertain and complex future. Key words: Didactic improvisation, dialogic pedagogy, existential reflection, RE didactics, parables in education, deep learning.