Religious education at school should be more than just the acquisition of knowledge. It should not only provide cognitive facts on how religious people act according to their moral and religious convictions, but also on how learners can gain as much profit as possible from these facts in order to build their own identity as religious "tourists". Good religious education challenges them also to become "pilgrims" and to allow the "slow questions" of religion to enter into their own life, in all their vulnerability and provisionality. This paper discusses the recent orientation towards religious experience in religious didactics in Western Europe and makes out a case for a mystagogical-communicative or "narthical" approach to religious learning. This argument is presented against the background of individualisation, pluralisation and detraditionalisation of religion, which is the typical context for young people in their search for meaning today.