This thesis tries to differentiate four forms of Protestant religious education according to the way how it “protests” in relation to the Human Rights. Regarding how they respond to (social) actual issues of the Human Rights, we can define (1) a form of religious education which protests against the universal human rights (they ignore human rights while they preserve the fundamental morals of religious education.) However, there is also (2) a form of education which protests against various oppressions of the Human Rights (they listen to the voices of the marginalized and build the solidarity with them.) Concerning the rights of Children and their religious education, we have (3) a form of religious education which causes children to have fear and despair by teaching overwhelming image of God as a strict Overseer. These forms of religious education obviously weakens children’s religious development. In opposition to this, we strive to develop (4) a form of religious education which protests against the religious illiteracy and incompetence of our children. These forms of education seriously take children s religious questions and encourage them to cultivate their religious senses (It also heavily considers children s rights as well as their religious education) Furthermore, they help children build the abilities to deal with religious issues of our time.