ABSTRACT
The philosophical arguments continue with a consideration of the moral dimension of, and reasoning behind, a faith-based form of life (and thus initiation into such a life through schools’ educational programmes). Such a consideration has two dimensions: first, the extent to which moral awareness, systematically reflected on, is a further indication of God’s existence, thereby providing further evidence for believing and for a distinctively religious form of life. The second dimension (given God’s existence and His nature, as revealed in different ways) concerns the need to ask whether specific moral consequences follow. For example, would the committed religious practitioner, if being consistent with his or her religious beliefs, be thinking morally and acting differently from the serious secular thinker and reformer?
