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The narrative of a disappearing midst raises a variety of new questions in the field of religious pedagogy: Does this narrative mobilize powers helping to start discussions about what should be valid in an pluralistic society with different preconditions? Does this narrative, unreflectively and therefore even more efficacious, promote sedating powers in a way that leads to accept lapses at the edge more easily? AND: Who determines what can be proclaimed as the midst of a society and who and what is therefore considered the edge? What power plays are at work and who has the power to assert these? In light of the broadly discussed narrative of a disappearing midst, religious pedagogy, as a theological subject and interdisciplinary science, is able and urged not to accept such narratives but to question and reflect them critically in regards to their ideology. Religious pedagogy has to remain present in the width of alternate interpretations and promote theology as an orientational power, not leaving the field to inhuman and usurpatory current powers. [ABSTRACT FROM AUTHOR]

The response takes up several aspects from Clemens Albrecht's keynote, but beyond the actual content of his lecture also includes approaches and publications by Mr Albrecht and also addresses some fundamental perspectives on the relationship between academic religious pedagogy and sociology. These concern the keywords philosophy of science, cultural turn, public theology and public sociology as well as sociology of school. Further aspects of content are the analyses of the Bobos presented by Mr Albrecht as well as his conceptualization of the relationship between universalism and particularism. [ABSTRACT FROM AUTHOR]