In this chapter, ongoing discussions on powerful knowledge and democratic and inclusive practices are related to teaching existential questions and core values in religious education. In classrooms where both multi-religiousness and secularity characterize the students’ everyday life, it is urgent to offer the students possibilities to discuss norms and values, since they constantly move between various multicultural contexts. The students should be given the opportunity to reflect on questions of core values, ethics, and morality as well as to discuss what democracy, solidarity, equality, and inclusion can mean. One way for teachers to work with these questions is to focus partly on subject literacy and on powerful knowledge in relation to inclusive teaching, partly on a subject content where existential questions and a plurality of norms and core values are expressed together with controversial issues.

This chapter strive to contribute to ongoing epistemological and didactical discussions in religious education and by working with democratic practices such as deliberative conversations in relation to controversial issues, the content of conflicts is made visible, and the possibility for students to develop and assess their own opinions, as well as to recognize and respect each other’s diverse identities increase. Thereby, they may also gain an increased knowledge and understanding and consider new perspectives on various sensitive or complex questions. It is the aim of this chapter to explore and illuminate these issues and thus to contribute to the development of epistemological contexts of the subject religious education.