In the educational process, an important part comes to the educator characterised as a possible competence inventor. In this article, the author, after he presents what a competence means, especially the pedagogic competence, reviews a set of competences which the person who wants to be an educator for others must have: goodness competence, disciplinary or academic, didactic competence or psycho-pedagogic, psycho-relational competence, the capacity to work in a team and to form a partnership, the knowledge and integration of new informative technologies in the didactic exercise, auto-reflexive competence.
This article tries to answer the question: what it’s more important to target in the religious education of the pupils; passing on knowledge or building-up competences, assimilating some cognitive material or interiorizing some terms of reference habitual-goodness? To give a straight answer, the author comes to confirm the falsity of the dispute between knowledge and com-petences, so he can the further on show the correlativity between knowledge and competences in the religious education.
Educational theories and practices from the last years offered examples about diversity of children and specific educational needs which involve new forms of teaching process in schools starting from the fundamental principle of „adapting the structure and content of instruction to the personal features of students (psychic, physical, age related or individual), in order to develop their personalities as balanced and as harmonious as possible”. In this context we can talk about school for diversity or school for all that means maximum flexibility and tolerance for differences between children/students and adaptation of educational process to the particularities of each individual student.