The suggestion that new insights lead to new behaviours is a key datum in this inclusive and engaged form of religious education. At the same time, however, it is the hermeneuical perspective which continues to demand attention. It is for this reason that a sixth perspective seems appropriate at this stage. The phases of development in which young people find themselves as well as their personal biographical details are often called upon to help clarify the diverse and personal nature of forms of interpretation. A great many teachers show an awareness of this aspect in their concrete treatment of particular themes.
Pupils speak on the basis of their own personal sensitivities and ideas.
Their freedom to think is also channeled by the group. A group discourse consists of a number of tactical moves and counter moves which might endeavour to ignore the idea of faith, for example, or twist it into an irrelevant or unreasonable concept or treat it openly and on the basis of genuine questions. Should the teacher find himself or herself neutralised by the group rhetoric, the chances are great that discussion of the theme will be diverted and the challenge of sincere questioning postponed. The more a group rhetoric can be purified or critically questioned, enriched and expanded, the greater the freedom pupils will enjoy to measure themselves against the theme. The development of a readiness and a capacity for sincere dialogue within the class group is of inestimable value when it comes to the promotion of inter-religious dialogue and the clarification of one's personal faith confession.