Brains and gender, separately and in their interrelatedness, are hot items today in popular journals and academic literature. It is in particular the complexity of the interdependence of physical-, psychological-, and contextual-related developments of feminization in education that we focus on these contributions. We argue that a combination of recent findings of brain research and Marcia's psychological model of identity development in a "provocative pedagogy"--combining youngsters' (boys and girls) need for exploration, console, and support--is a promising "stepped care" strategy for religious development of youngsters in a multicultural and multireligious context. (Contains 1 footnote.)