ABSTRACT
The author surveys literature on adolescence and creativity, in terms of its connections to teaching and learning in religious education. Key concepts are brought forward from the social psychology of adolescence and applied to teaching and learning in the subject: the ‘motivational classroom’ and the ‘possible self’. Contextual approaches to creativity are found valuable, and this allows further key concepts to be related to teaching and learning in religious education: ‘recognition’ and ‘significance’. Finally, hermeneutical pedagogy is found to be more amenable than critical pedagogy to these emerging concepts. Religious education is theorised as an essentially creative or horizon-fusing process.
