As a common place of education for the youngest pupils, primary schools "always show heterogeneity and characteristics of social change first and in their entirety". The increasing heterogeneity of primary school children (for example with regard to multilingualism / inclusion / ...), but also changes on an institutional (e.g. expansion of all-day schools) or societal level (e.g. digitalisation) influence not only the place of learning and living in primary school in general, but also dimensions of 'religion' that appear there.

In a first step of the habilitation thesis, interdisciplinary primary school pedagogical principles will be summarised in view of current starting positions and framework conditions at primary school level. Subsequently, dimensions of 'religion' in primary school will be examined more closely from the perspective of the principles identified, which have long been important not only in religious education itself, but also with regard to a comprehensively conceived religion-sensitive school life (under increasingly heterogeneous religious starting points). Finally, religious education is examined more closely: What can a contemporary religious education look like that takes into account both primary school and religious didactic guiding dimensions based on the children's learning starting points?