The ‘Gospel’ according to Vygotsky? Reflections on the role of symbolic mediation in religious education

Abstract

As perspectives from the Russian psychologist Lev Vygotsky have made a substantial impact in the field of educational sciences, they have generated interest even in the field of religious education. To address some possible implications of Vygotskyan perspectives for religious education, this study focuses on Vygotsky’s notion of symbolic mediation, compared with perspectives from theological publications, interviews with religiously affiliated students as well as curricula and textbooks. Based on a comparison and discussion of these sources, the study argues that Vygotsky’s psychological perspective on symbolic mediation as key to human self-determination is not in conflict with theological and empirical approaches to religious symbols but that the latter display a wider variety of perspectives. It is argued that while religious education may benefit from Vygotskyan perspectives, a reflection is also needed on how to deal with the framing of religious symbols by varying theological positions and conflicting worldviews in different religious education settings.