Den historiske dimensjon i KRLE-faget

The contribution offers a closer look at the new national curriculum for KRLE (Christianity, Religion, Philosophies of Life and Ethics) with a special focus on how a historical dimension of religions is taken care of. The point of departure is the new core definition of the curriculum, which is intended to prepare for concentration, but actually offers a broader and more open approach than any previous curriculum in Norway. Is this change in theoretical perspective a contribution to a better and deeper understanding of religion and religious traditions? Can this be achieved without historical work with individual religious traditions? Keywords: History, Religious Education, Tradition, Criticism