ABSTRACT
In Waldorf education, religious education constitutes an integral part of its intended formative processes. Religion is seen as constitutive to the concept of the human being and essential to education. This chapter addresses important gaps in religious education that are important in the relevant contemporary discourse. The need for information therefore exists on both sides if there is to be dialog between religious education and Waldorf education. Today, the situation of religion is informed by two essential components: the plurality of religious options and the growing individualization of religious identities. Individualized religious formats did not find favor even as late as the 1990s. The heterogeneity of today's religious experiences and ethical value formations therefore constitutes a new situation for the religious practice. Modern European societies have been fundamentally changed by polycausal migrations and the globalization of life contexts, not only in a socio-economic but also in a cultural and religious sense.
