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While the Qur’an often refers to Jesus Christ, it presents a picture which is different from the New Testament. The Qur’an “denies” that Jesus Christ would be the Son of God, implicitly also discounting the doctrine of the Holy Trinity. Jesus is only a creature, a prophet of God, whom God saved from death on the cross. The denial of the death of Jesus Christ was presum- ably theologically motivated, insofar as Muhammad’s successful career was aimed to prove that the servant of Allah cannot fail or suffer because God protects his people and leads them to prosperity. In contrast, Jesus Christ is the One who, if necessary, will take the way of suffering for the sinner and even make the substitutionary sacrifice for his salvation (Is 53:3-6). Muham- mad could have encountered heretical Christian teachings. When the Qur’an refutes teachings concerning the person of Jesus Christ that are irreconcilable with the Bible or the traditional dogmas of Christianity, it refutes, in fact, the heresies of certain Christian sects.

We are always seeking for the sense of the life, for ourselves and for the place in our family and community. Religion shows a new way to us, according to Jesus Christ’s principles. The son of God not only created a religion, but gave us an example how to live, and sacrifice himself for us. Sándor Karácsony reckons religion as a spiritual behavior, the base of our social contacts. We have to see into our lives and character according to the message of Jesus Christ. The right and appropriate personality can be evolved by individual training.

The views of Sándor Karácsony about religious education can be clearly discerned from his writings. The main task of reformed pedagogy is to activate continuously the divine notions in this continuously changing world. Protestant teachers must accomplish their daily work according to the Gospel of Christ. The Hungarian Reformed Church was a so-called “church of schools” for hundreds of years. This means that even between WWI and WWII it owned more schools than churches. The number of Reformed schools is significant even today. Sándor Karácsony claims that only Reformed people and communities are able to maintain Reformed schools by people who “are ready to serve and sacrifice themselves” for this cause (Karácsony, Sándor: A magyarok Istene. Széphalom Könyvműhely, Budapest 2004, 172).