Already our discussion has identified a number of important interpretative questions that bear on the issue of the values and commitments that are central to the phenomenology of religion. What is the relationship of the phenomenology of religion to philosophical phenom - enology? Which individuals should be regarded as representative of the phenomenology of religion? Does the diversity of voices not challenge any attempt to identify common values? The issue is further complicated if the discussion is extended to include interpretations and applications of the phenomenology of religion to the classroom situation. Even the critical question about the extent to which the phenomenology of religion faithfully reflects the nature of religion takes on a deeper meaning in a school context, where political and social aims compete alongside (and often gain priority over) purely intellectual or educational aims.