ABSTRACT
This chapter discusses some more general implications for religious education practice and policy related to an interpretive and 'conversational' approach and includes criticisms of the type of interpretive approach. Some criticisms, such as the charge of relativism, have been directed at multi-faith religious education generally. Another point of criticism is the charge of reductionism. Engaging in 'conversation', that is in hermeneutics–which for Richard Rorty means trying to make connections between different world views–can lead to edification. The two ideas of 'edification' and 'learning from religion' are closely related, but there are some significant differences. Contemporary anthropologists are from many cultural and religious backgrounds, and yet share common professional standards, while participating in the debates which are the reflexivity of the subject. Similarly, teachers of religious education should be of any religious background or none. Different Christians are struck in different ways by religio-ethnic plurality.
