ABSTRACT
In this chapter, the author argues that in schools that are not religious foundations, religious education should be 'secular' in the same sense that the Indian Constitution is secular. However, religious education should never be secularist; that is it should not set out to convey the view that religious claims are false or meaningless. The exploration of truth and meaning are both key elements of the subject, but the methodology of the subject should not promote a particular view of truth. While Warwick University provided a course in philosophy, North Coventry provided an amazing learning environment for the study of religions and cultures. The author also argues that pictures of 'whole' religions are perfectly possible, but there are competing accounts and their boundaries are contested. There have been and are various debates within social anthropology, about the colonialist legacy of the discipline, about its evolutionary assumptions and about its inherent anti-religiousness.
