ABSTRACT
All religions share certain basic concepts, even though their manifestations and interpretations differ considerably. One should be able to assume that after studies such as the ones outlined pupils will understand the fundamental concepts in world religions and also know how religions have developed and what characterises them. Therefore, the pupils should be ready to examine religions in their social context. The emergence of the humanities has been accelerated by a redefinition of the curriculum in many schools which has cumulatively had far-reaching consequences. Religion is vulnerable within the humanities because it has little apparent utility. Therefore, although in practice many of the aims are either vague or based on organisational imperatives, the aims and objects should be clearly defined, even though one knows that they must be flexible and responsive to the needs of the pupils. Once the essential knowledge and concepts have been determined, then it is possible to consider what potential areas of legitimate integration exist.
