Vulnerable Situations in the Classroom

Abstract

The Covid-19 pandemic confronts us with the vulnerability of our health, but no less important is the vulnerability of our psychological well-being. In this contribution I explore the possible strength(s) of vulnerability – of persons and religion(s). First, I introduce the work of the theologian Caroline Gustavsson who distinguishes between: “experienced vulnerability,” “narrated vulnerability” and “induced vulnerability.” As examples and il­lustrations of these concepts, I focus on the voices of primary school pupils, secondary school pupils and a RE teacher. In RE classes it is stated that religion(s) is/are vulnerable because there is no ‘proof’ that God exists, or con-versely that scriptural narratives are about ‘real’ things. By touching upon experiences of young people, using cur­rent-day expressions and metaphors, the vulnerability – of persons, of religion(s) – can turn into a strength.