Gegen die Coronakrise wird machtvoll und solidarisch gehandelt. Gegen die Klimakrise fehlen ähnlich konsequente Maßnahmen. Die beiden Krisen sind vielfach parallel und stellen teils ähnliche Herausforderungen an religiöse Bildung. Katrin Bederna DTihee K clliimmaak crirsisei sim in L tihceh tleig dhet ro Cf othroe ncaokrroinsea ocdriesris: .K Caannn rReelilgigioiounss eudnutecrartiicohnt mzuo tziuvaktuen ftots - faächti gsuesmta Hinaanbdley?ln motivieren? Abstract The coronavirus crisis is met with force and solidarity. The same is missing when it comes to the climate crisis. There are several parallels between both crises and both similarly challenge religious education. The main difference between the two crises lies in their respective speed , their reference to time which explains the feeble moral motivation in matters concerning environmental issues. Religious education has specific resources needed to deal with the problems innate in both crises with its reflection on retinity and finiteness and its traditions of sufficiency and solidarity. Also religious education can strengthen the moral motivation to live and act sustainably by promoting competencies of imagination, complex thinking and anticipation as well as by telling creation stories and reflecting on these as visions of the sustainable interconnected way of life given us by God. Keywords sustainability – education for sustainable development – climate change – creation – Corona Katrin Bederna: Die Klimakrise im Lichte der Coronakrise oder: Kann Religionsunterricht zu zukunftsfähigem Handeln motivieren? ÖRF 28 (2020) 2, 28–46 • DOI: 10.25364/10.28:2020.2.3 30 W ährend die Klimakrise an Schärfe und Bedrohungspotential gewinnt, wird die Menschheit gerade (März 2020) mit der Covid19-Pandemie von einer zweiten Krise bedrängt.