ABSTRACT
Recent cultural shifts affect the context in which Religious Education (RE) is not the least of which is a renewed sensitivity to the conflictual and challenging nature of religion. The pluralistic approach to RE aims for harmony between people of different religions but, through a fearful or politically correct politeness, can prevent a critical evaluation either of individuals or of traditions, thus leaving them all 'on a level' or 'side by side'. In some approaches to religious education Robert Martin suggests, 'methods of spiritual discernment and indwelling worship, contemplation, and prayer are attributed only a secondary epistemological status'. Brian Hill examines approaches to teaching RE in a way that is very similar to the analysis. RE can focus on truth as well as on toleration, on judgement as well as on empathy; it can promote commitment, as well as search, and facilitate indwelling and practising a religion, as well as observing it.
