Negotiating the Material Logics of Religious Learning

Abstract

The chapter explores the material spaces and logics of religious learning processes. A discrepancy between religious educators and the 14-year- old confirmands was evident during a year of ethnographic fieldwork. A material semiotic approach provides important perspectives on the dynamics between material and human actors in religious learning context. The findings suggest that different notions of space with different logics of religious learning were established during the confirmation program. The spaces and logics were constituted by the interplay with material objects, pastors, catechists, and confirmands. The chapter points to how materiality is part of religious learning and how materiality can open up different ways of practicing and conceptualizing religion.