With the concept of attention, Simone Weil describes a qualitative basic dimension of the perception of reality. In the context of the current debate of school quality and school development, if religious pedagogics ?accentuated as a theological discipline ? strives to achieve attention in the sense of Simone Weil, then it is an imperative that their specific hermeneutic presuppositions of perception of school reality be disclosed and the debate be granted individual dignity. Emphasizing the pastoral character of religious pedagogics, it is assumed that going beyond conventional perspectives in terms of religious pedagogics, specific attentions could be listed as an unusual response to the question of what is a good school. In what follows, an epistemological positioning of religious pedagogics related to school quality and school development will be explicated unfolding a hermeneutic of perception of a good school. The implementations will result in a criteriology grounded in religious pedagogics defining essential characteristics of a good school.