摘要：Wetenskapsparadigmas speel deurlopend 'n rol in akademie-skap, maar min navorsers verwoord eksplisiet hulle navorsings-paradigmas. 'n Navorser word soms wel gedwing om analities na sy/haar navorsingsparadigma te kyk. Hierdie artikel is in die vorm van 'n gesprek tussen twee navorsers wat vanuit hulle verskillende paradigmas op die terrein van die Religiestudies/ Religieuse Onderrig/Religie in Onderwys² werk en moontlike samewerking vanuit hierdie verskillende paradigmas oorweeg. Hierdie oorweging spruit daaruit dat hulle aanvanklik aan dieselfde universiteit studeer het. Hulle weë het egter na hulle voorgraadse studiejare uiteen gegaan, en gaandeweg het hulle heeltemal verskillende wetenskaplike, paradigmatiese waarde-oriënterings ontwikkel. Hulle gesprek lig nie slegs die verskille in hulle onderskeie lewensbeskouings, waardeoriënterings en benaderings tot Religiestudie uit nie, maar dui ook prakties aan hoe die verskillende wetenskaplike paradigmas (met hulle samehangende waardeoriënterings) 'n navorser se (sienings oor) akademieskap en navorsing in Religie in Onderwys en Religieuse Onderrig kan beïnvloed.
其他摘要：Scientific paradigms constantly play a role in scholarship, but researchers tend not to examine the roles of the belief and value systems associated with them. From time to time, how-ever, a researcher may be confronted with a situation where such an analysis is unavoidable. This article takes the shape of a conversation between two researchers who have been work-ing for several years in quite different research paradigms in the field of Religion Studies/Religion Education/Religion in Education.¹They investigate the possibility of collaboration as they were initially trained at the same university. After their graduate studies, their ways parted, and they developed quite different scholarly paradigms as well as belief and value systems. Their conversation not only highlights the differences in their respective current worldviews, belief systems, value systems, and academic approaches to Religious Studies, but also shows in practical terms how different scholarly paradigms (with their concomitant belief and value systems) can impact on researchers' (views of) scholarship, science practice and research in Religion Education and Religion in Education.
