Gateways to accessing powerful RE knowledge: a critical constructive analysis

Abstract This article examines the conditions for designing an epistemologically grounded teaching about religions through identification of what knowledge is central to subject Religious Education (RE). A starting point analysis a discussion Michael Young's well-known concept powerful knowledge, as possible platform developing approach how base in could be identified. The shown relevant epistemological perspectives can considered relation subject's base. Such carried out, and threshold concepts introduced develop broader sharper theoretical framework, at same time becomes more in-depth discussion. presentation leads various considerations RE may understood.