ABSTRACT
Chapter 3 offers a consideration of recent proposals regarding religious education which have developed similar lines of enquiry to that followed by Jackson, Wright and Erricker. Some distinctive theoretical strands are drawn out here and framed broadly as socio-anthropological, hermeneutical and theological; these are used to structure the discussion. Too-frequent assumptions about religion and education are identified and this results in an emphasis on ontological and epistemological questions. This leads to a focus on representational concerns about knowledge rather than educational questions.
