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Nondenominational, interreligious-dialogical religious education (RE) in the city state of Hamburg is unique in Germany, where RE predominantly is given in separate confessional classes. What has led Hamburg to this unique way, and what in particular was the role of stakeholders from religious communities and politics? Focusing on the viewpoints of some stakeholders as reflected in their biographies would be valuable for answering this question. An investigation into the connection between biography and religious education can show possible changes and possibly hidden backgrounds that led to the change in Hamburg.