ABSTRACT
Religious education must accommodate the rapid pace of technological change. Uniquely, religious education may alter the delineations of digital and physical modalities. Physical communities, and increasingly, digital communities, rely on socio-cultural similar interests; religious communities operate on the level of personal identity. Religious education must be adapted to respond to challenges technology poses for not only spirituality, but also the way societies and individuals engage in sense-making. Religious education within the prism of a post-worldview brings a new way to redefine identity in an age of increasing agnosticism and fundamentalism. As a hermeneutic of complexity not simplicity mythos and ethos allow for the increasing influence of communicative technologies and for real engagement within the context of religious education. As flaneurs, pupils may explore religious concepts within the heart of narratological significance, but also within the practices of moral education.
