Facing diversity and unity in religious and worldview education

The article critically examines whether a traditional educational framework, the German-Nordic Bildung tradition, once developed to address the diversity associated with modernism in education, remains adequate for addressing challenges of late-modern plurality and the growing diversity of religious and secular worldviews in schools. It argues that in particular, the non-affirmative solution in Bildung theory offers a viable strategy for handling diversity in the classroom and unity amidst diversity. This not only avoids relativism but also fosters autonomy and responsibility without imposing normative solutions. The article further explores how this theory can be enriched and supported through the philosophical insights of Thomas Luckmann, John Rawls, Nicolas Rescher, and Peter Berger, proposing a deeper understanding of the purpose of religion and worldview education in diverse school contexts. Drawing on sociological, philosophical, and educational perspectives, it argues that (super)diversity should be approached more as a difficulty than as an obstacle or unsolved problem for educators.