In a digital environment based on accessibility and freedom of choice, it is becoming increasingly difficult to build on the classical image of education, which was based on the authority of the wiser, more experienced person. Especially in the area of religious education, which presupposes the authority of the divine and the responsible authority derived from it. The turn brought about by the understanding of connectedness in the digital environment as a network, the so-called networked community, enables a different understanding of authority that does not lead to an authoritarian solution to the uncertainties of modern times. It is no longer authority that watches over and guards the truth. It is precisely the fragility of the digital assessment of reality that requires an authority that is more a reflection of the process, a solid foundation - a rock - than a first and last arbiter. Education, especially in faith, based on such an understanding of authority will need to be increasingly dialogical and open, starting from the inner inclinations of all, as increasingly emphasized in the Catholic doctrine of 'sensus fidei'. At the same time, such authority can be found in the synodal movement, which can also be transferred to the field of education. All this has implications for a different understanding of the role of the teacher and educator today.